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This introductory piece to this special issue of the Journal of Urban Mathematics Education discusses important publication information for the journal for the year 2020, such as publication goals, average time to acceptance, and acceptance rates. The editorial team also introduces a new voluntary demographics survey for the journal and discusses the importance of collecting pertinent data for identifying and combating bias in the editorial process., Journal of Urban Mathematics Education, Vol. 14 No. 1 (2021): May 2021, Special Issue – I, Too, Am America! Teaching Mathematics for Empowerment

Vocabulary is at the surface level of language usage; thus, students need to develop mathematical and scientific vocabulary to be able to explicitly communicate their mathematical and scientific reasoning with others. The National Council of Teachers of Mathematics (NCTM) and the National Science Teachers Association (NSTA) have both created communication standards within mathematics and science disciplines. In the present study, science, technology, engineering, and mathematics (STEM) project based learning (PBL) methods were utilized during a summer camp in 2013 to encourage interest in and grow the knowledge of students in the STEM disciplines. The participants (N = 53; 18 female, 35 male, 5 Asian, 6 African American, 12 White, and 30 Hispanic) were 8th grade students. The paired-sample t tests’ results showed that the model of STEM PBL instruction elicited a statistically significant (p < 0.05) improvement in the mathematical and scientific vocabulary knowledge of students with the Cohen’s d effect size of 0.62 and 0.84 respectively. STEM PBL could be a beneficial instructional method concerning vocabulary mastery for students in science and mathematics classes.

The purpose was to understand how students’ math scores change on Texas Assessment of Knowledge and Skills (TAKS) after their schools changed into specialized, inclusive STEM high schools. In the present study, the sample was selected from five schools in the state of Texas and included 142 students who could be tracked from 7th to 11th grade (2007-2011). The longitudinal data were obtained from the database at the Texas Education Agency (TEA). Paired t-tests using Mplus 7 were computed, and the 95% CIs were interpreted to determine how students’ math scores on Texas Assessment of Knowledge and Skills (TAKS) changed. Results showed students’ achievement during their STEM school experiences had a statistically significant increase (p

Many developing countries have experienced a growth in private supplementary tutoring over the last 20 years. In most countries, participation to private tutoring is more prominent around the transition points in educational system. Students who attend private mathematics tutoring have an opportunity to learn practical test taking technique about algebra and geometry questions as well as having an opportunity to learn how to use time efficiently. On the other hand, students who do not take any private math tutoring use only the materials, guidance, or knowledge that their school provides for them. Thus, students who do not take the private preparatory math courses are disadvantaged. Unfortunately, there are many students whose parents' income level is not prosperous to provide their private mathematics tutoring expenses. Students who come from this group may give up their hope at an early stage, and they decide not going further because of the idea that they never get far enough in the education system. From this regard, I would like to explore how students' experiences of being unsuccessful at the high school entrance examination due to not participating any private mathematics tutoring. I conducted an open-ended interview with the student and took notes about my observations. The interview was semi-structured. As a result, the participants' experience with this failure is associated with the four main themes; success expectation from the entrance examination, the disparities between the mainstream school's curriculum and the entrance examination's content, the private tutoring necessity, and SES background differences of students., Gelişmekte olan bazı ülkelerde, temel eğitime destek amaçlı olarak özel ders alma eğiliminin, 20 yıliçeresinde hızlı bir şekilde arttığı görülmüştür. Özel ders alma eğilimi artan bir ivmeyle ilerlemesine rağmen, eğitimciler ve devlet yöneticileri tarafından gerekli şekilde incelenmemiştir. Bazı ülkelerde (GüneyKore, Yunanistan, Japonya, Tayvan ve Türkiye) özel ders alma eğilimi, ilköğretimden liseye veya lisedenüniversiteye geçiş dönemlerinde diğer dönemlere göre daha yaygın haldedir. Bu ülkelerin bazılarında, özelders alma eğiliminin geçiş dönemlerinde artmasının başlıca nedeni okul ve giriş sınavları arasındaki müfredat farklılığıdır. Özel ders alan öğrenciler, cebir ve geometri sorularına yönelik pratik test tekniklerini vesınav suresini daha verimli nasıl kullanacaklarına dair test becerilerini kazanma fırsatlarına sahiptirler. Fakat özel ders alamayan devlet okullarındaki öğrencilerin, ağırlıklı olarak klasik sınav tekniğine göre yetiştirilmesinden dolay çok seçmeli sınavlarda dezavantajlı duruma düştüğü görülmektedir. Ne yazık ki birçok* Graduate Student, Texas A&M University, College of Education & Human Development** Associate Professor, Texas A&M University, College of Education & Human Development*** Professor, Texas A&M University, College of Education & Human Developmentveli, çocuklarına özel ders aldırabilme imkân sunabilecek ekonomik güce sahip değildir. Bu yüzden, düşükgelirli ailelerin çocukları, sadece gelir düzeyi yüksek olan ailelerin çocuklarının başarılı olabileceğini düşünmeye başlayıp, kendi eğitimlerine yönelik umutlarını erken yasta kaybedebilirler (Mahruta & Dalaman’ca, 1998). Bu perspektiften yola çıkarak, düşük gelirli bir öğrencinin lise giriş sınavlarında özel dersalamadığı için başarılılık deneyimi yasamış olması incelemeye başlandı. Öğrenciyle acık uçlu yarı sistematik mülakat yapılarak, bazı gözlem notları alındı. Sonuç olarak, öğrencinin başarısızlık deneyimini basılıcadört tema altında topladı. Bu dört tema şöyledir: öğrenciden lise giriş sınavlarında başarı beklentisi, okulmüfredatı ve giriş sınavlarının konu farklılıkları, özel eğitiminin gerekliliği ve farklı sosyo-ekonomik düzeyine sahiplik.

Behcet's disease is a multisystem disease characterized by recurrent oral and genital ulcers, relapsing uveitis, mucocutaneous, articular, gastrointestinal, neurologic, and vascular manifestations. Rheumatologic manifestations may also occur in Behcet's disease, and arthritis and arthralgia are the most common musculoskeletal findings followed by enthesopathy, avascular necrosis, myalgia, and myositis. Although the main pathology of Behcet's disease has been known to be the underlying vasculitis, the etiology and exact pathogenesis of the disease are still unclear. Musculoskeletal findings of Behcet's disease, the relationship between Behcet's disease and spondyloarthropathy disease complex, and the status of bone metabolism in patients with Behcet's disease were discussed in this paper.