Volume 44 (2013): Issue 1 (Jan 2013)

in Journal for Research in Mathematics Education
Print ISSN:
0021-8251
Online ISSN:
1945-2306
NCTM members GET ACCESS
Identity, Power, and Stewardship: Perspectives of a New Editor
By: Cynthia Langrall
Pages: 3–4
Introduction to the JRME Equity Special Issue
JRME Equity Special Issue Editorial Panel
By: Beatriz D'Ambrosio, Marilyn Frankenstein, Rochelle Gutiérrez, Signe Kastberg, Danny Bernard Martin, Judit Moschkovich, Edd Taylor, and David Barnes
Pages: 5–10
Positioning Oneself in Mathematics Education Research
JRME Equity Special Issue Editorial Panel
By: Beatriz D'Ambrosio, Marilyn Frankenstein, Rochelle Gutiérrez, Signe Kastberg, Danny Bernard Martin, Judit Moschkovich, Edd Taylor, and David Barnes
Pages: 11–22
Addressing Racism
JRME Equity Special Issue Editorial Panel
By: Beatriz D'Ambrosio, Marilyn Frankenstein, Rochelle Gutiérrez, Signe Kastberg, Danny Bernard Martin, Judit Moschkovich, Edd Taylor, and David Barnes
Pages: 23–36
The Sociopolitical Turn in Mathematics Education
By: Rochelle Gutiérrez
Pages: 37–68
Negotiating the “White Male Math Myth”: African American Male Students and Success in School Mathematics
By: David W. Stinson
Pages: 69–99
Post-structuralism and Ethical Practical Action: Issues of Identity and Power
By: Margaret Walshaw
Pages: 100–118
Mathematics Education and Language Diversity: A Dialogue Across Settings
By: Mamokgethi Setati Phakeng and Judit N. Moschkovich
Pages: 119–128
Learning to Teach Mathematics for Social Justice: Negotiating Social Justice and Mathematical Goals
By: Tonya Gau Bartell
Pages: 129–163
Negotiating Social Justice Teaching: One Full-Time Teacher's Practice Viewed From the Trenches
By: Susan A. Gregson
Pages: 164–198
English Learners' Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities
By: Erin Turner, Higinio Dominguez, Luz Maldonado, and Susan Empson
Pages: 199–234
One Size Does NOT Fit All: Achieving Equity in Māori Mathematics Classrooms
By: Tamsin Meaney, Tony Trinick, and Uenuku Fairhall
Pages: 235–263
Power, Identity, and Mathematical Practices Outside and Inside School
By: Na'ilah Suad Nasir and Maxine McKinney de Royston
Pages: 264–287
Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces
By: Indigo Esmonde and Jennifer M. Langer-Osuna
Pages: 288–315
Race, Racial Projects, and Mathematics Education
By: Danny Bernard Martin
Pages: 316–333
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