Volume 12, Issue 1 (2019)
Editorials
Numeracy and Social Justice: A Wide, Deep, and Longstanding Intersection
Kira Hamman, Victor Piercey, and Samuel L. Tunstall
Theme Collection: Social Justice
Mississippi Semester: New Social Justice Approach to Teaching Empirical Reasoning in Context
Premilla Nadasen, Fatima Koli, Alisa B. Rod, and David Weiman
Brave Spaces: Augmenting Interdisciplinary STEM Education by Using Quantitative Data Explorations to Engage Conversations on Equity and Social Justice
John R. Jungck and Jon Manon
The Gini Index: A Lens for Analyzing Inequality in an Interdisciplinary College Classroom
Jared Warner and Vivian Lim
Articles
Investigating Levels of Graphical Comprehension Using the LOCUS Assessments
Charlotte A. Bolch and Tim Jacobbe
Quantitative Literacy in the Core Curriculum of Hood College: Chapter II, Outcomes and Assessment
Betty Mayfield and Ann Stewart
Developing Mathematics Teachers’ Attention to Quantitative Reasoning in Task Design: A Modeling Approach
David Glassmeyer
Actual and Self-Assessed Financial Literacy among Employees of a South African University
Gizelle D. Willows
Roots and Seeds
From Book Authors
On "Icky" Data, the Political Classroom, and Towards Equity and Social Justice in Mathematics Education: A Conversation with Tonya Bartell
Samuel L. Tunstall, Oyemolade Osibodu, and Tonya Gau Bartell
Book Reviews
Review of Towards Equity and Justice in Mathematics Education, edited by Tonya Gau Bartell
Emily Lardner
An Uncommon Textbook: Review of Common Sense Mathematics by Ethan Bolker and Maura Mast
Bernard Madison
Column
- Executive Editor
- Nathan D. Grawe, Carleton College
- Senior Editors
- H. L. (Len) Vacher, University of South Florida
- Bernard L. Madison, University of Arkansas
- Theme Collection Editors
- Kira Hamman, Pennsylvania State University
- Victor Piercey, Ferris State University
- Luke Tunstall, Michigan State University
- Contributing Editor
- Dorothy I. Wallace, Dartmouth College
- Book Review Editor
- Michael T. Catalano, Dakota Wesleyan University
