cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
Young, Black, and Anxious: Describing the Black Student Mathematics Anxiety Research Using Confidence Intervals
Creators: name: Young, Jamaal Rashad
name: Young, Jemimah Lea
Publisher: name: Journal of Urban Mathematics Education
Year: 2016

description: In this article, the authors provide a single group summary using the Mathematics Anxiety Rating Scale (MARS) to characterize and delineate the measurement of mathematics anxiety (MA) reported among Black students. Two research questions are explored: (a) What are the characteristics of studies administering the MARS and its derivatives to representative populations of Black students? (b) What is the 95% CI for the reported MA of Black students in the MARS literature? A literature search yielded 21 studies after inclusion criteria were applied. Analyses suggest that Black participants and their scores are not well represented in the current MA research using the most popular instrument the MARS. Based on available mean point estimate data, the reported MA of Black students can best be described as consistent across measurements, and population parameter estimates are between 200 and 220 on the MARS scale. Moreover, although substantial research in the area of MA exists, much work is needed to fully comprehend the nuances of Black MA and its influence on achievement in mathematics.
description: Journal of Urban Mathematics Education, Vol 9 No 1 (2016)
Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction
Creators: name: Turner, Erin E.
name: Foote, Mary Q.
name: Stoehr, Kathleen Jablon
name: Roth McDuffie, Amy
name: Aguirre, Julia Maria
name: Bartell, Tonya Gau
name: Drake, Corey
Publisher: name: Journal of Urban Mathematics Education
Year: 2016

description: In this article, the authors explore prospective elementary teachers' engagement with and reflection on activities they conducted to learn about a single child from their practicum classroom. Through these activities, prospective teachers learned about their child's mathematical thinking and the interests, competencies, and resources she or he brought to the mathematics classroom, and then wrote reports that included instructional suggestions as to next steps to further the child's growth in mathematics. The authors' analyses of these reports indicate that there were a variety of ways which prospective teachers made connections to one or more of their child's knowledge bases. In a high percentage of cases, prospective teachers attended to one of these knowledge bases, indicating that they were attending to particularities about their child and developing the dispositions to continue to do so. Implications for research and practice are discussed.
description: Journal of Urban Mathematics Education, Vol 9 No 1 (2016)
Using a Conference Workshop Setting to Engage Mathematics Teachers in Culturally Relevant Pedagogy
Creators: name: Timmons-Brown, Stephanie
name: Warner, Catharine
Publisher: name: Journal of Urban Mathematics Education
Year: 2016

description: In this article, the authors explore using a conference workshop setting to engage mathematics teachers, who serve largely underserved student populations, in culturally relevant pedagogy (CRP). The conference workshop encouraged the exchange of information among teachers of similar grade levels and classroom contexts. The authors' analysis of the findings highlight improvements in teachers' perceptions of their CRP knowledge as well as beneficial features of the conference workshop. These features include the creation of networks among mathematics teachers and team leaders, new post-conference mathematics lessons to implement in the classroom, and encouragement for the expansion of relationships and engagement in the classroom. While some teachers found their new knowledge of CRP served to validate current practices, others found that the conference workshop provided a language with which to integrate successful practices into the mathematics classroom.
description: Journal of Urban Mathematics Education, Vol 9 No 1 (2016)
title: GC. 38.4.4 - « Les tendances »
Creators: name: Planet, Camille
name: Canguilhem, Georges (1904-1995)
Publisher: name: NAKALA - https://nakala.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2020

description: created: start=1937;end=2002
Teaching Mathematics in Culturally and Linguistically Diverse Classrooms: Greek-Cypriot Elementary Teachers' Reported Practices and Professional Needs
Creators: name: Xenofontos, Constantinos
Publisher: name: Journal of Urban Mathematics Education
Year: 2016

description: In this article, the author presents and discusses findings from a small-scale qualitative project that included Greek-Cypriot elementary mathematics teachers working in schools with high percentages of immigrant pupils. Working in three neighbouring schools in the same underprivileged urban area, 16 teachers were individually interviewed regarding their experiences of teaching mathematics in those settings. The author discusses the teachers' reported instructional practices in facilitating their pupils' mathematical understanding, as well as their professional needs for doing so. The author's analysis suggests that teachers focused solely on providing linguistic support for their pupils, without any attempt to incorporate their pupils' diverse cultural backgrounds in classrooms. Also, the participants reported a number of professional needs not currently addressed by the Ministry of Education and Culture of the Republic of Cyprus. Some implications for policy and practice are discussed.
description: Journal of Urban Mathematics Education, Vol 9 No 1 (2016)
Impact of extreme climate events on poverty in Nigeria: a case of the 2012 flood
Creators: name: Urama, Nathaniel E.
name: Eboh, Eric C.
name: Onyekuru, Anthony
Publisher: name: Taylor & Francis
Year: 2017
Subjects: subject: Biotechnology
subject: 59999 Environmental Sciences not elsewhere classified
subject: FOS: Earth and related environmental sciences
subject: Ecology
subject: FOS: Biological sciences
subject: 69999 Biological Sciences not elsewhere classified
subject: Science Policy

description: This study analysed the impact of the 2012 flood that occurred in Nigeria on households’ chance of entering into poverty, using a panel analysis of covariance model and data from the Nigerian General Household Survey of 2011 and 2013. The result of the analyses showed that though the 2012 flood did not significantly affect the per capita expenditure of all the surveyed households, it may have significantly decreased the per capita expenditure of households located in the flood affected areas and were heavily dependent on agriculture for their income. More so, the effects were not uniform across the households as the result showed that the effects were more on female-headed households compared to male-headed households, and more on households that had no access to credit compared to those that had access to credit. These lead to the recommendation that efforts should be made to integrate adaptation to climate change into poverty alleviation/eradication programmes in the country by ensuring that farmers prone to flood and other extreme climate-related disasters have access to finance. They should also be trained on how to build resilience, adaptive, anticipatory and absorptive capacity to climate change, giving priority to female-headed household that earn their living from agriculture.
The Mathematics Learning Discourse Project: Fostering Higher Order Thinking and Academic Language in Urban Mathematics Classrooms
Creators: name: Staples, Megan E.
name: Truxaw, Mary P.
Publisher: name: Journal of Urban Mathematics Education
Year: 2010

description: In this article, the authors report results from a small-scale study of the Mathematics Learning Discourse (MLD) project that aimed to affect change in urban mathematics classrooms. The project focused on enhancing students’ understanding of mathematics through an emphasis on classroom discourse and higher order thinking. Four teachers participated in a 3-day summer course and yearlong collaboration that was organized around three principles for supporting a learning discourse in their respective classrooms: appropriate and effective development of students’ academic language, student engagement in mathematical practices of justification and collective argumentation, and access for all students to rigorous mathematics. The authors discuss the research base for the MLD program, its implementation, and its effect—as well as promise—by analyzing student scores on pre- and post-assessments both for mathematical performance and for the development of students’ proficiency with academic language and justification.
description: Journal of Urban Mathematics Education, Vol 3 No 1 (2010)
MPEC 2024-G164 : 2024 GX3
Creators: name: Minor Planet Center Staff
Publisher: name: The Minor Planet Center
Year: 2024
Subjects: subject: Small Solar System bodies
valueUri: http://astrothesaurus.org/uat/1469
subject: 2024 GX3

description: The Minor Planet Electronic Circulars contain information on unusual minor planets, routine data on comets and natural satellites, and occasional editorial announcements.  They are published on behalf of Division F of the International Astronomical Union by the Minor Planet Center, Smithsonian Astrophysical Observatory, Cambridge, MA 02138, U.S.A.
title: ADCO, Boursier de Cîteaux : comptes (1489-1493) (11 H 1166), f. 00525
Creators: name: de la Côte-d'Or, Archives départementales
name: Archives Départementales De La Côte-D'Or
name: Petot, Frédérique
name: Projet CBMA
name: CBMA/CG21/F.PETOT/2019
name: Petot, Frédéric
Publisher: name: NAKALA - https://nakala.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2020
Subjects: subject: Laboratoire de Médiévistique Occidentale de Paris
subject: Corpus Burgundiae Medii Aevi
subject: Chartes de la Bourgogne du Moyen Âge
subject: comptes
subject: LaMOP

description: Boursier de Cîteaux : comptes (1489-1493), Archives départementales de la Côte-d'Or, (11 H 1166). Numérisation en mode image.
description: Relation: http://www.cbma-project.eu/
description: Bibliographic citation: Boursier de Cîteaux : comptes (1489-1493), Archives départementales de la Côte-d'Or, (11 H 1166), f. 00525, in Projet CBMA - Corpus Burgundiae Medii Aevi \[Ressource en ligne\], https:// manuscrits.cbma-project.eu/
description: Provenance: https://www.geonames.org/3024876
description: Provenance: http://www.idref.fr/030974844/id
description: Provenance: https://catalogue.bnf.fr/ark:/12148/cb12228351v
description: Provenance: abbaye de Cîteaux
description: Provenance: http://www.wikidata.org/entity/Q843261
title: ADCO, Neuvième cartulaire de Saint-Étienne de Dijon (1661 - 1684), Cart. 32 (G 136), 745 folios, f. 1068
Creators: name: de la Côte d'Or, Archives départementales
name: Petot, Frédéric
name: Archives Départementales De La Côte-D'Or
name: Petot, Frédérique
name: Projet CBMA
name: CG21/F.PETOT/2012
Publisher: name: NAKALA - https://nakala.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2020
Subjects: subject: Corpus Burgundiae Medii Aevi
subject: Chartes de la Bourgogne du Moyen Âge
subject: cartulaire
subject: LaMOP
subject: Laboratoire de Médiévistique Occidentale de Paris

description: Neuvième cartulaire de Saint-Étienne de Dijon (1661 - 1684), Archives départementales de la Côte-d'Or, Cart. 32 (G 136), 745 folios, f. 1068, Numérisation en mode image.
description: Relation: http://www.cbma-project.eu/
description: Bibliographic citation: Neuvième cartulaire de Saint-Étienne de Dijon (1661 - 1684), Archives départementales de la Côte-d'Or, Cart. 32 (G 136), 745 folios, f. 1068, in Projet CBMA - Corpus Burgundiae Medii Aevi [Ressource en ligne], https:// manuscrits.cbma-project.eu/
description: Provenance: abbaye Saint-Étienne de Dijon
description: Provenance: http://www.wikidata.org/entity/Q15945019
Collaborative Evaluative Inquiry: A Model for Improving Mathematics Instruction in Urban Elementary Schools
Creators: name: Chahine, Iman C.
name: Clarkson, Lesa M. Covington
Publisher: name: Journal of Urban Mathematics Education
Year: 2010

description: In this article, the authors describe the cyclical process of a collaborative evaluative inquiry project and the data collected throughout the project—data that not only informed “next steps” during the project but also show promise in documenting the benefits of such projects. Over a period of 18 months, seven elementary teachers from a K–6 urban elementary school collaborated with university personnel using Parsons’s (2002) Evaluative Inquiry Model, a 5-stage, cyclical model that includes defining, planning, and investigating challenges; collecting, analyzing, and synthesizing data; and communicating findings that transpire through collaborative inquiry. Overall, the project focused on improving the elementary teachers’ skills of inquiry and, in turn, their mathematics instruction and students’ learning outcomes. The long-term goal was to enhance teachers’ roles in their schools by affording them the opportunities to make informed decisions throughout their teaching based on an effective and skillful use of data.
description: Journal of Urban Mathematics Education, Vol 3 No 1 (2010)
title: ADCO, Neuvième cartulaire de Saint-Étienne de Dijon (1661 - 1684), Cart. 32 (G 136), 745 folios, f. 1434
Creators: name: de la Côte d'Or, Archives départementales
name: Petot, Frédéric
name: Archives Départementales De La Côte-D'Or
name: Petot, Frédérique
name: Projet CBMA
name: CG21/F.PETOT/2012
Publisher: name: NAKALA - https://nakala.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2020
Subjects: subject: LaMOP
subject: Laboratoire de Médiévistique Occidentale de Paris
subject: Corpus Burgundiae Medii Aevi
subject: Chartes de la Bourgogne du Moyen Âge
subject: cartulaire

description: Neuvième cartulaire de Saint-Étienne de Dijon (1661 - 1684), Archives départementales de la Côte-d'Or, Cart. 32 (G 136), 745 folios, f. 1434, Numérisation en mode image.
description: Relation: http://www.cbma-project.eu/
description: Bibliographic citation: Neuvième cartulaire de Saint-Étienne de Dijon (1661 - 1684), Archives départementales de la Côte-d'Or, Cart. 32 (G 136), 745 folios, f. 1434, in Projet CBMA - Corpus Burgundiae Medii Aevi [Ressource en ligne], https:// manuscrits.cbma-project.eu/
description: Provenance: abbaye Saint-Étienne de Dijon
description: Provenance: http://www.wikidata.org/entity/Q15945019
title: Candidature projet FORHuMM 2014
Creators: name: CCJ (UMR 7299)
Publisher: name: NAKALA - https://nakala.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2019

description: Projet FORHuMM, porté par Delphine Isoardi, Jean-Louis Edouard et Florence Mocci (Centre Camille Juliian), en 2014
Black Male Students and The Algebra Project: Mathematics Identity as Participation
Creators: name: Grant, Melva R.
name: Crompton, Helen
name: Ford, Deana J.
Publisher: name: Journal of Urban Mathematics Education
Year: 2015

description: In this article, the authors examine the mathematics identity development of six Black male students over the course of a 4-year The Algebra Project Cohort Model (APCM) initiative. Mathematics identity here is defined as participation through interactions and positioning of self and others. Data collection included nearly 450 minutes of video recordings of small-group, mathematics problem solving in which student actions, coded as acts of participation, were tallied. These tallied actions were conceptualized descriptively in terms of mathematics identity using the lenses of agency, accountability, and work practices. The analyses suggest that the APCM students' confidence in self and peers increased over the 4 years, they consistently chose to engage in mathematics, and their reliance on knowledgeable others less-ened. Opportunities for future research and implications for policy makers and other stakeholders are discussed.
description: Journal of Urban Mathematics Education, Vol 8 No 2 (2015)
A Call for Mathematics Education Colleagues and Stakeholders to Collaboratively Engage with NCTM: In Response to Martin's Commentary
Creators: name: Briars, Diane J.
name: Larson, Matt
name: Strutchens, Marilyn E.
name: Barnes, David
Publisher: name: Journal of Urban Mathematics Education
Year: 2015

description: Journal of Urban Mathematics Education, Vol 8 No 2 (2015)
Deconstructing the “water finger”: A re-examination of water-organic ion transfer
Creators: name: Karnes, John
name: 0000-0003-0056-4925
Publisher: name: figshare
Year: 2017
Subjects: subject: 30799 Theoretical and Computational Chemistry not elsewhere classified
subject: FOS: Chemical sciences
subject: Computational Chemistry
subject: 30602 Chemical Thermodynamics and Energetics
subject: 30699 Physical Chemistry not elsewhere classified
subject: 30704 Statistical Mechanics in Chemistry

description: This poster used molecular dynamics simulations to calculate the free energy profile of transferring a chloride ion across the immiscible water/nitrobenzene liquid/liquid interface. We also impose various constraints to discern the energetically important parts of this transfer event and investigate suitable reaction coordinates.
Spatial and Temporal Variation in the Diets of Pacific Staghorn Sculpins Related to Hydrological Factors in a Glacially Influenced Estuary
Creators: name: Whitney, Emily J.
name: Beaudreau, Anne H.
name: Duncan, Douglas H.
Publisher: name: Taylor & Francis
Year: 2017
Subjects: subject: Evolutionary Biology
subject: FOS: Biological sciences
subject: 59999 Environmental Sciences not elsewhere classified
subject: FOS: Earth and related environmental sciences
subject: Ecology
subject: 69999 Biological Sciences not elsewhere classified
subject: Inorganic Chemistry
subject: FOS: Chemical sciences

description: In southeastern Alaska, a large volume of freshwater flows into estuaries from thinning and retreating glaciers and from high rainfall in the surrounding coastal temperate rainforest. Freshwater runoff to the coast affects the physical and chemical properties of estuarine habitats and, in turn, the structure and dynamics of biological communities. This study quantified temporal and spatial variation in the diets of Pacific Staghorn Sculpins Leptocottus armatus as an important step toward understanding how climate-driven changes in freshwater runoff may translate into shifts in the feeding ecology of a highly abundant consumer in estuaries along the west coast of North America. Stomach contents of Staghorn Sculpins were collected monthly (April–September 2014) from three intertidal sites at the mouths of rivers that differ in their headwater hydrology. Staghorn Sculpins (N = 402) consumed a variety of marine prey items including epibenthic invertebrates, juvenile fishes, and terrestrial and aquatic insects. Based on a multivariate analysis of similarity, diet composition showed weak to moderate differences across sampling months and sites. Diet differences reflected seasonal shifts in the contributions of freshwater-tolerant marine invertebrates and young of the year fishes. The greatest site differences were observed between the Cowee Creek estuary and Mendenhall River estuary, the watersheds with the lowest and highest glacial coverage, respectively. Overall, the generalist feeding behavior of Staghorn Sculpins and their consumption of prey items that are well adapted to brackish and freshwater conditions suggest that these fish are resilient to changes in estuarine conditions associated with increasing freshwater runoff. Received January 31, 2017; accepted June 7, 2017 Published online September 22, 2017
Between a Rock and a Hard Place: Pressing Corporations to Comply with CSR Instruments
Creators: name: Morshed Mannan
Publisher: name: figshare
Year: 2017
Subjects: subject: Law
subject: FOS: Law

description: Many corporations have adopted voluntary corporate social responsibility (CSR) instruments, but the extent to which they have been implemented is questionable. What are shareholders and governments doing to ensure stricter compliance?
From Implicit to Explicit: Articulating Equitable Learning Trajectories Based Instruction
Creators: name: Myers, Marrielle
name: Sztajn, Paola
name: Wilson, P. Holt
name: Edgington, Cynthia
Publisher: name: Journal of Urban Mathematics Education
Year: 2015

description: Journal of Urban Mathematics Education, Vol 8 No 2 (2015)
Worker Cooperatives and the Social Economy: Something old, something new
Creators: name: Morshed Mannan
name: Wuisman, Iris
Publisher: name: figshare
Year: 2017
Subjects: subject: Law
subject: FOS: Law

description: The social economy is gaining attention in Europe. Member States are asked to create supportive environments for this sector where people are prioritized above capital distribution. The worker cooperative may be a solid framework for this new paradigm.
Cucurbituril - Molecule of the Month March 2006 [Archived version]
Creators: name: Pichierri, Fabio
Publisher: name: figshare
Year: 2017
Subjects: subject: 39999 Chemical Sciences not elsewhere classified
subject: FOS: Chemical sciences

description: This is the Molecule of the Month entry for March 2006 about cucurbituril. It is a pdf archive version of the HTML webpage.
Harnessing Platform Cooperatives to Reconcile the Digital and Social Economies
Creators: name: Morshed Mannan
name: Wuisman, Iris
Publisher: name: figshare
Year: 2017
Subjects: subject: Law
subject: FOS: Law

description: Online Platform Enterprises such as Uber are now ubiquitous. How can these initiatives stemming from the digital economy be squared with aspirations for a European social economy?
title: Lettre des prélats et barons du royaume aux évêques et grands feudataires pour les inviter au couronnement de Louis IX
Creators: name: Nationales, Archives
name: Archives Nationales
Publisher: name: NAKALA - https://nakala.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2023
Subjects: subject: Louis IX
subject: Laboratoire de médiévistique occidentale de Paris
subject: Fondation Wikimédia
subject: Archives nationales
subject: LaMOP
subject: http://www.wikidata.org/entity/Q346

description: Lettre circulaire adressée par les prélats et barons du royaume aux évêques et grands feudataires pour les inviter à assister au couronnement du jeune Louis IX, le 29 novembre 1226.
description: Source: https://commons.wikimedia.org/wiki/File:Lettre_circulaire_1_-_Archives_Nationales_-_AE-II-227.jpg
description: Source: https://www.nakala.fr/10.34847/nkl.9d883d5u
description: Source: Archives Nationales : AE/II/227 et Original accession number: J//363/5
description: Lettre des prélats et barons du royaume aux évêques et grands feudataires pour les inviter au couronnement de Louis IX
description: date: 29/11/1226
Social Identities and Opportunities to Learn: Student Perspectives on Group Work in an Urban Mathematics Classroom
Creators: name: Esmonde, Indigo
name: Brodie, Kanjana
name: Dookie, Lesley
name: Takeuchi, Miwa
Publisher: name: Journal of Urban Mathematics Education
Year: 2009

description: In this article, the authors investigate group work in a heterogeneous urban high school mathematics classroom. Two questions are explored: How do students describe cooperative group work in their mathematics class? How do students describe the way their socially constructed identities influence the nature of their group interactions in mathematics classrooms? The authors present a case study of the ways in which race, gender, and other social identities might influence the nature of group work in reform-oriented high school mathematics classrooms. The analysis, based on 14 interviews with high school students, focused on students’ perceptions of group work and their theories about when cooperative groups work well and when they do not. Students named interactional style, mathematical understanding, and friendships and relationships as the most influential factors. Using an analytic lens informed, in part, by critical race theory, the authors highlight the racialized and gendered nature of these factors.
description: Journal of Urban Mathematics Education, Vol 2 No 2 (2009)
An Examination of Mathematics Achievement and Growth in a Midwestern Urban School District: Implications for Teachers and Administrators
Creators: name: Capraro, Robert M.
name: Young, Jamaal Rashad
name: Lewis, Chance W.
name: Yetkiner, Zeyner Ebrar
name: Woods, Melanie N.
Publisher: name: Journal of Urban Mathematics Education
Year: 2009

description: In this article, the authors investigate the achievement gap in the context of a particular region and the factors associated with student learning in that region. Data were collected over several years from recent administrations of the mathematics section of the Measurement of Academic Progress in Colorado. Black and Hispanic mathematics achievement and growth were compared to White student achievement and growth. The results indicate that gaps exist not only in mathematics achievement but also in mathematics growth. A statistically significant difference in mathematics growth rates between Black and Hispanic students from different economic backgrounds were found; however, a statistically significant difference in mathematics growth rates by gender was only found in Black and Hispanic third grade students. The authors provide explanations as well as implications of the factors associated with the results with the hope of influencing research and practice.
description: Journal of Urban Mathematics Education, Vol 2 No 2 (2009)
"I Just Wouldn't Want to Get as Deep Into It": Preservice Teachers' Beliefs about the Role of Controversial Topics in Mathematics Education
Creators: name: Simic-Muller, Ksenija
name: Fernandes, Anthony
name: Felton-Koestler, Mathew D.
Publisher: name: Journal of Urban Mathematics Education
Year: 2015

description: In this article, the authors report on the initial results of a mixed methods approach to study the beliefs that preservice teachers have about teaching real-world contexts, including those related to injustices, controversial issues, and children's home and cultural backgrounds. Data collection included a survey with 92 preservice Pre-K--8 teachers, and follow-up interviews with nine survey participants. Analysis of the data suggests that preservice teachers were open to the idea of teaching mathematics through real-world contexts, but were ambivalent regarding the use of controversial issues, and often unable to provide concrete or non-trivial examples of what these different types of real-world contexts would look like in a mathematics classroom. Based on the survey and interview findings, the authors make recommendations for future research, and for the use of controversial issues in teacher education programs.
description: Journal of Urban Mathematics Education, Vol 8 No 2 (2015)
Transforming Mathematical Discourse: A Daunting Task for South Africa’s Townships
Creators: name: Pourdavood, Roland G.
name: Carignan, Nicole
name: King, Lonnie C.
Publisher: name: Journal of Urban Mathematics Education
Year: 2009

description: In this study, the authors describe the voices and practices of four mathematics teachers in a K–7 “Coloured” township school in the context of the Eastern Cape of South Africa. The authors begin with an explanation of the context of the township in terms of its history, languages, diversity, educational system, and mathematics education. Through observing and describing four mathematics classroom discourses, two from the Foundation Phase and two from the Intermediate Phase, the authors illustrate the relationship between the participating teachers’ voices and practices within their socio-cultural and socio-historical context. Additionally, the authors describe the complexity of transforming mathematics education and suggest that implementing the Revised National Curriculum Statement requires an epistemological shift in perspective regarding teaching and learning that promotes mathematical understanding. The authors’ analyses show the importance of transforming mathematics education and the responsibility of higher education institutions in the preparation of future teachers compatible with the new societal demand.
description: Journal of Urban Mathematics Education, Vol 2 No 1 (2009)
Comparing Teachers’ Conceptions of Mathematics Education and Student Diversity at Highly Effective and Typical Elementary Schools
Creators: name: Kitchen, Richard S.
name: Roy, Francine Cabral
name: Lee, Okhee
name: Secada, Walter G.
Publisher: name: Journal of Urban Mathematics Education
Year: 2009

description: In this study, the authors examined what distinguished highly effective from typical elementary schools in mathematics by examining the conceptions of fourth-grade teachers with regards to mathematics education (curriculum, instruction, and assessment) and student diversity (ability, culture, language, and socioeconomic status). The study was conducted in two large urban areas with high proportions of racially/ethnically and linguistically diverse student groups. Interviews were conducted with 32 fourth-grade teachers from 16 elementary schools, including 10 highly effective and 6 typical schools in the two areas. Compelling evidence was found that teachers at highly effective schools had better developed and better articulated conceptions of mathematics education and student diversity. While similar findings were found across the two areas (e.g., teachers’ beliefs about the influence of high-stakes assessment and the academic ability of low-achieving students), differences were also found across the two areas (e.g., teachers’ beliefs about the importance of implementing multiple instructional strategies and expectations for college attendance).
description: Journal of Urban Mathematics Education, Vol 2 No 1 (2009)
A Metropolitan Perspective on Mathematics Education: Lessons Learned from a “Rural” School District
Creators: name: Anderson, Celia Rousseau
name: Powell, Angiline
Publisher: name: Journal of Urban Mathematics Education
Year: 2009

description: In this article, the authors examine the historical and contemporary conditions of two school districts—one urban and the other rural. Despite the surface differences between the districts, this comparison reveals several historical and contemporary similarities and connections between the two settings. The authors describe the implications of these relationships for future directions of urban mathematics education scholarship. Specifically, they posit the need for a “metropolitan” perspective that would take into account the interrelationships between cities and their suburban or rural neighbors.
description: Journal of Urban Mathematics Education, Vol 2 No 1 (2009)
title: ADCO, Neuvième cartulaire de Saint-Étienne de Dijon (1661 - 1684), Cart. 32 (G 136), 745 folios, f. 0953
Creators: name: de la Côte d'Or, Archives départementales
name: Archives Départementales De La Côte-D'Or
name: Petot, Frédérique
name: Projet CBMA
name: CG21/F.PETOT/2012
name: Petot, Frédéric
Publisher: name: NAKALA - https://nakala.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2020
Subjects: subject: Corpus Burgundiae Medii Aevi
subject: Chartes de la Bourgogne du Moyen Âge
subject: cartulaire
subject: LaMOP
subject: Laboratoire de Médiévistique Occidentale de Paris

description: Neuvième cartulaire de Saint-Étienne de Dijon (1661 - 1684), Archives départementales de la Côte-d'Or, Cart. 32 (G 136), 745 folios, f. 0953, Numérisation en mode image.
description: Relation: http://www.cbma-project.eu/
description: Bibliographic citation: Neuvième cartulaire de Saint-Étienne de Dijon (1661 - 1684), Archives départementales de la Côte-d'Or, Cart. 32 (G 136), 745 folios, f. 0953, in Projet CBMA - Corpus Burgundiae Medii Aevi [Ressource en ligne], https:// manuscrits.cbma-project.eu/
description: Provenance: abbaye Saint-Étienne de Dijon
description: Provenance: http://www.wikidata.org/entity/Q15945019
Teaching Mathematics for Social Justice: Reflections on a Community of Practice for Urban High School Mathematics Teachers
Creators: name: Gonzalez, Lidia
Publisher: name: Journal of Urban Mathematics Education
Year: 2009

description: In this article, the author reports on a study that explored, in part, the developing identities of seven New York City public high school mathematics teachers as teachers of mathematics and agents of change. Meeting regularly as a community of practice, the teachers and author/researcher discussed issues of teaching mathematics for social justice; explored activities and lessons around social justice; and created a unit of study that attempted to meet high school level mathematics standards, while addressing a social justice issue affecting the lives of urban students. The author reports on the mathematics teachers’ growing awareness of and concerns about infusing issues of social justice into their teaching as well as the teachers’ evolving conceptions of what it might mean to teach mathematics in an urban school, of the nature of mathematics itself, and of what their roles as educators might include.
description: Journal of Urban Mathematics Education, Vol 2 No 1 (2009)
Lettre de Laurent Castellan à Jean-François Séguier, 1781-06-11
Creators: name: Castellan, Laurent
name: Castellan, Laurent
Publisher: name: NAKALA - https://nakala.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2021
Subjects: Nîmes

description: [transcription] Montpellier le 11 juin 1781

Sur l'avis que je reçus monsieur par le précédent courier de Monsieur de Joubert de vous faire compter une somme de 1200 lt., j'écrivis de suitte à Monsieur A. Lamy agent de change de votre ville, de vous la remettre sur votre reçu en faveur de M. de Joubert pour employer aux réparations de la maison Carrée, j'espère que cette opération se trouve déjà faitte et je regarde comme inutile de vous envoyer un mandat.

à l'égard des 30 lt. 9 s qui vous sont dus pour une commission, ayez la bonté de vous en faire rembourser par Monsieur A. Lamy et de lui en fournir un reçu particulier en faveur de Monsieur de Joubert.

J'ai l'honneur d'être avec un sincère attachement

Monsieur

Votre très humble et très obéissant serviteur

Castellan
description: [personnes citées] Arthur-Richard Dillon, M. (banquier à Nîmes) Lamy, Philippe Laurent de Joubert
description: Source: [lieu de Conservation] Nîmes, Bibliothèque Carré d'Art [cote]ms. 115, fol. 156
description: Source: ark:/12148/btv1b10015824b
Financial Literacy with Families: Opportunity and Hope
Creators: name: Baron, Lorraine M.
Publisher: name: Journal of Urban Mathematics Education
Year: 2015

description: In this article, the author explores the link between citizens' quantitative literacy abilities and their financial prosperity. The author applies a robust social justice research vision and a Freirean approach to describe personal flourishing within the context of numerical, mathematical, and financial literacy (NMFL) education. Four families participated in a weekly evening community program that was designed to inform them about NMFLs. Analysis of the interview data showed that participants described a sense of personal flourishing, gained confidence and skills, and felt financially empowered enough to teach and transfer that knowledge to their children. The author proposes a conceptual framework linking personal flourishing with NMFLs, and suggests the framework be used to investigate and describe quantitative literacy and financial literacy in future empowering pedagogies research.
description: Journal of Urban Mathematics Education, Vol 8 No 1 (2015)
Math Links: Building Learning Communities in Urban Settings
Creators: name: Leonard, Jacqueline
name: Evans, Brian R.
Publisher: name: Journal of Urban Mathematics Education
Year: 2008

description: Learning mathematics in urban settings is often routine and decontextualized rather than inquiry- and culturally-based. Changing prospective teachers’ attitudes about pedagogy in order to change this pattern is often tenuous. The purpose of this pilot study was to provide opportunities for teacher interns enrolled in a graduate certification program to interact with urban students in a community-based program called Math Links. Twelve interns completed 30 hours of fieldwork at church-based sites. Prior to fieldwork, the interns participated in a 3-hour professional development and education session, in addition to their education courses. Three interns’ work with urban children and youth reveal that community-based experiences changed their attitudes about practice and their capacity to teach urban children mathematics in culturally sensitive ways. One in-depth case study of an Asian teacher reveals not only changes in her attitudes and beliefs about urban students but also changes in her pedagogy as she shifted from teaching by telling to guided inquiry.
description: Journal of Urban Mathematics Education, Vol 1 No 1 (2008)
title: ADCO, Sixième cartulaire de Saint-Étienne de Dijon (1662), Cart. 30 (G 133), 441 folios, f. 005
Creators: name: de la Côte d'Or, Archives départementales
name: Archives Départementales De La Côte-D'Or
name: Petot, Frédérique
name: Projet CBMA
name: CG21/F.PETOT/2012
name: Petot, Frédéric
Publisher: name: NAKALA - https://nakala.fr (Huma-Num - CNRS)
publisherIdentifier: https://ror.org/04ces3204
publisherIdentifierScheme: ROR
Year: 2020
Subjects: subject: cartulaire
subject: LaMOP
subject: Laboratoire de Médiévistique Occidentale de Paris
subject: Corpus Burgundiae Medii Aevi
subject: Chartes de la Bourgogne du Moyen Âge

description: Sixième cartulaire de Saint-Étienne de Dijon (1662), Archives départementales de la Côte-d'Or, Cart. 30 (G 133), 441 folios, f. 005, Numérisation en mode image.
description: Relation: http://www.cbma-project.eu/
description: Bibliographic citation: Sixième cartulaire de Saint-Étienne de Dijon (1662), Archives départementales de la Côte-d'Or, Cart. 30 (G 133), 441 folios, f. 005, in Projet CBMA - Corpus Burgundiae Medii Aevi [Ressource en ligne], https://manuscrits.cbma-project.eu/
description: Provenance: abbaye Saint-Étienne de Dijon
description: Provenance: http://www.wikidata.org/entity/Q15945019
Practices Worthy of Attention: A Search For Existence Proofs of Promising Practitioner Work in Secondary Mathematics
Creators: name: Paek, Pamela L.
Publisher: name: Journal of Urban Mathematics Education
Year: 2008

description: The goal of the practices worthy of attention (PWOA) project was to surface in-innovative practices currently in use by urban schools and districts that show promise of improving students’ secondary mathematics performance. Each school and district explored has a different perspective and a unique set of practices in place to improve secondary mathematics achievement. The goal of this project was not always to discover innovations in how practitioners address similar issues, but rather to document what practitioners are doing to strengthen secondary mathematics education. Thus, although the practice highlighted might be commonplace, the specific structures and strategies being employed by the school or district to implement it are worthy of attention. A cross-case analysis of the 22 practices revealed two main categories: raising student achievement and building teacher capacity.
description: Journal of Urban Mathematics Education, Vol 1 No 1 (2008)
Adventures of Tammy: Play Your Stories, An Interactive Storytelling Mobile Game with Augmented Reality Story Playback
Creators: name: Nuñez, Lyn Den Ashley D.
name: Camaña, Gia Fiel O.
name: Libunao, Christian Arvee R.
name: Garcia, Kyle Joseph Edward P.
name: Vasquez, Jash Mhaynard M.
name: Moso, Melvin F.
name: Abacan, Ray Carlo A.
name: Bombasi, Joferson L.
Publisher: name: Zenodo
Year: 2022
Subjects: Augmented Reality
storytelling
mobile game
hybrid animation
gamification

description: The 2D and 3D hybrid techniques had primarily been employed in films in the animation industry. However, the 2D and 3D hybrid techniques are not just for animated films as they may create assets and environments for video games. Game animation, like film animation, has progressed from 2D to 3D techniques. Furthermore, while a few research and current systems have used interactive storytelling in mobile applications, none has included Augmented Reality (AR) as a feature. The goal of this research was to generally create Adventures of Tammy: Play your Stories, an Interactive Storytelling Mobile Game with Augmented Reality Story Playback. The app was successfully developed through Unity, ARCore, and ARFoundation. A survey was conducted last November 8 and 9, 2021, and administered through the use of Jotform and Google Forms to gather responses from 15 children as target users, 5 basic education teachers, and 5 functionality testers. It was a non-probability survey and it focused on the 5-point Likert Scale with Very Good, Good, Fair, Poor, Very Poor rating. This study used a mode measure of central tendency; obtaining the most frequent answer—or the mode—per question. Based on the survey results, the objectives of the study were successfully achieved. The proponents were able to develop assets and environments using 2D and 3D hybrid techniques, to implement the developed 2D and 3D hybrid assets and environment, to produce a visually appealing app for children, and to embed an AR technology used for the AR story playback.
Delegating Mathematical Authority as a Means to Strive Toward Equity
Creators: name: Dunleavy, Teresa K.
Publisher: name: Journal of Urban Mathematics Education
Year: 2015

description: In this article, the author provides insight into the pedagogical processes for delegating mathematical authority to students, through the use of specific classroom structures, as a means to strive toward equity. Employing qualitative methods, the author analyzes transcripts of classroom video, along with field notes and teacher and student interviews, collected during one semester of the participating teacher's Algebra I course. The author addresses how the teacher's practice was striving toward equity through the use of classroom structures that delegated mathematical authority to students. Analyses revealed that the teacher delegated mathematical authority through the use of student presentations, Shuffle Quizzes, and Participation Quizzes. Each instance featured was chosen to highlight a different facet of the ways in which delegating authority repositioned students as competent sense-makers.
description: Journal of Urban Mathematics Education, Vol 8 No 1 (2015)
Success after Failure: Academic Effects and Psychological Implications of Early Universal Algebra Policies
Creators: name: Howard, Keith E.
name: Romero, Martin
name: Scott, Allison
name: Saddler, Derrick
Publisher: name: Journal of Urban Mathematics Education
Year: 2015

description: In this article, the authors use the High School Longitudinal Study 2009 (HSLS:09) national database to analyze the relationships between algebra failure, subsequent performance, motivation, and college readiness. Students who failed eighth-grade Algebra I did not differ significantly in mathematics proficiency from those who passed lower-level courses, but initially demonstrated significantly lower mathematics interest, mathematics utility, and mathematics identity. Both groups were less likely than the general population to meet college requirements in the eleventh grade, although students who passed a lower-level mathematics course fared better than those who failed Algebra I. Implications for policies addressing mathematics course enrollments are discussed.
description: Journal of Urban Mathematics Education, Vol 8 No 1 (2015)
Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students
Creators: name: Davis, Julius
name: Martin, Danny Bernard
Publisher: name: Journal of Urban Mathematics Education
Year: 2008

description: Couched within a larger critique of assessment practices and how they are used to stigmatize African American children, the authors examine teachers’ instructional practices in response to demands of increasing test scores. Many mathematics teachers might be unaware of how these test-driven instructional practices can simultaneously reflect well-intentioned motivations and contribute to the oppression of their African American students. The authors further argue that the focus of assessing African American children via comparison to white children reveals underlying institutionally-based racist assumptions about the competencies of African American students. Strategies are suggested for helping teachers resist test-driven instructional practices while promoting excellence and empowerment for African American students in mathematics.
description: Journal of Urban Mathematics Education, Vol 1 No 1 (2008)
Learning Mathematics in a Borderland Position: Students’ Foregrounds and Intentionality in a Brazilian Favela
Creators: name: Skovsmose, Ole
name: Scandiuzzi, Pedro Paulo
name: Valero, Paola
name: Alro, Helle
Publisher: name: Journal of Urban Mathematics Education
Year: 2008

description: In this article the authors introduce a theoretical framework for discussing the relation between favela students’ life conditions in relation to their educational experiences and opportunities. A group of five students from a favela in a large city in the interior of the state of São Paulo in Brazil was inter-viewed. The students were invited to look into their future and explore whether or not there could be learning motives relating mathematics in school and possible out-of-school practices, either in terms of possible future jobs or further studies. Four themes were identified: discrimination, escape, obscurity of mathematics, and uncertainty with respect to the future. Students in a favela could experience what the authors call a borderland position, a relational space where individuals meet their social environment and come to terms with the multiple choices that cultural and economic diversity make available to them.
description: Journal of Urban Mathematics Education, Vol 1 No 1 (2008)
Recruiting Secondary Mathematics Teachers: Characteristics That Add Up for African American Students
Creators: name: Ragland, Tamra C.
name: Harkness, Shelly Sheats
Publisher: name: Journal of Urban Mathematics Education
Year: 2014

description: In this article, the authors provide portraits of three mathematics teachers: one European American man, one African American man, and one Middle Eastern woman. All three taught in secondary schools with predominantly African American student populations. Semi-structured interviews and observations were conducted to create a comparative case study that analyzed the teachers' "star" background experiences and skills (Haberman, 1995). The analysis also focused on whether or not there was a connection between their star background experiences and skills and their use of relational and field-dependent methods of teaching. Data suggest that there was a connection between Haberman's star framework and teachers who taught relationally and used field-dependent methods. Based on these results, the authors argue that alternative certification programs should broaden their criteria and recruit preservice teachers with star back-ground experiences and skills.
description: Journal of Urban Mathematics Education, Vol 7 No 2 (2014)
ЗНАЧЕНИЕ МУЗЫКАЛЬНОГО ВОСПИТАНИЯ В РАЗВИТИИ ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА.
Creators: name: Нуритдинова, Х.Н.
Publisher: name: Zenodo
Year: 2024

description: В данной статье освещается значение, цели и задачи музыкального воспитания в всестороннем развитии дошкольников, мастерство воспитателя в воспитании у детей интереса и любви к музыкальному искусству, методы, применяемые в процессе музыкальной деятельности.