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Journal for Research in Mathematics Education最新文献

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Looking Inside the Black Box: Measuring Implementation and Detecting Group-Level Impact of Cognitively Guided Instruction 观察黑箱内部：测量认知引导式教学的实施情况并检测小组层面的影响
IF 3.5 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2024-07-01 DOI: 10.5951/jresematheduc-2022-0130
Robert Schoen, Wendy Bray, Claire Riddell, Charity K. Buntin, Naomi Iuhasz-Velez, Walter Secada, Eva Yujia Li
{"title":"Looking Inside the Black Box: Measuring Implementation and Detecting Group-Level Impact of Cognitively Guided Instruction","authors":"Robert Schoen, Wendy Bray, Claire Riddell, Charity K. Buntin, Naomi Iuhasz-Velez, Walter Secada, Eva Yujia Li","doi":"10.5951/jresematheduc-2022-0130","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0130","url":null,"abstract":"Studies have found that some teacher professional development programs that are based on Cognitively Guided Instruction (CGI) can increase student mathematics achievement. The mechanism through which those effects are realized has been theorized, but more empirical study is needed. In service of this need, we designed a novel measure of instructional practice to assess the extent to which observable features of mathematics instruction are consistent with the principles of CGI. We describe the conceptual foundations and first use of the instrument, which we call M-CLIPS. We found that teachers involved in the first 2 years of a CGI program were using methods consistent with the principles. In contrast, instructional practice in the comparison condition was mostly inconsistent with those principles.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141697716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Understanding Preservice Elementary Teachers as Mathematical Modelers and Their Perceptions of the Process 了解作为数学建模者的职前小学教师及其对建模过程的看法
IF 3.5 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2024-07-01 DOI: 10.5951/jresematheduc-2022-0127
Megan H. Wickstrom, Hyunyi Jung
{"title":"Understanding Preservice Elementary Teachers as Mathematical Modelers and Their Perceptions of the Process","authors":"Megan H. Wickstrom, Hyunyi Jung","doi":"10.5951/jresematheduc-2022-0127","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0127","url":null,"abstract":"A growing consensus holds that preservice K–8 teachers (PSTs) need to experience the modeling process as learners to understand it and envision teaching modeling in their future classrooms. We examine this recommendation by exploring how PSTs construct models and how collaborative learning practices influence them in revising and refining their models. We also explore their reflections on modeling as a pedagogical experience. We introduce Modeling Decision Maps as a tool to examine how PSTs construct and refine mathematical models, and we draw on reflective journal entries to capture PSTs’ perspectives on the process. Our findings indicate that realistic modeling tasks provide opportunities to foster PSTs’ understanding of modeling, grow their mathematical modeling skills, and attune them to important pedagogical practices.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141703948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Way to Consider Balance Among JRME Publications: Descriptive, Transformative, and Reflective Research 考虑 JRME 出版物之间平衡的方法：描述性、变革性和反思性研究
IF 3.5 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2024-07-01 DOI: 10.5951/jresematheduc-2024-0045
Patricio Herbst, Daniel Chazan, Sandra Crespo, K. Kosko, Percival G. Matthews, Erin K. Lichtenstein
{"title":"A Way to Consider Balance Among JRME Publications: Descriptive, Transformative, and Reflective Research","authors":"Patricio Herbst, Daniel Chazan, Sandra Crespo, K. Kosko, Percival G. Matthews, Erin K. Lichtenstein","doi":"10.5951/jresematheduc-2024-0045","DOIUrl":"https://doi.org/10.5951/jresematheduc-2024-0045","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":3.5,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141703466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Attending to Coherence Among Research Questions, Methods, and Claims in Coding Studies 在编码研究中注意研究问题、方法和主张之间的一致性
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2024-05-01 DOI: 10.5951/jresematheduc-2022-0037
J. Czocher, K. Melhuish
{"title":"Attending to Coherence Among Research Questions, Methods, and Claims in Coding Studies","authors":"J. Czocher, K. Melhuish","doi":"10.5951/jresematheduc-2022-0037","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0037","url":null,"abstract":"We consider a kind of study common in mathematics education research: one that allocates qualitative data to categories in a theoretical or conceptual framework. These studies sometimes lack coherence among research questions, sampling and analysis methods, and claims, which can be attributed to tensions in how these aspects are framed. We ground our discussion in examples from five published studies, focusing on the methodological and reporting decisions that increase coherence: answering research questions from the same perspective they are asked (using a variance or a process lens), using (relative) frequencies properly to warrant claims, employing a coherent sampling strategy, and making appropriate generalizations. We argue that attending to coherence can increase the quality and contribution of coding studies.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141031860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Identity, Power, and Dignity: A Positional Analysis of Gisela in Her High School Mathematics Classroom 身份、权力与尊严：吉塞拉在高中数学课堂上的立场分析
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2024-05-01 DOI: 10.5951/jresematheduc-2022-0027
Emma C. Gargroetzi
{"title":"Identity, Power, and Dignity: A Positional Analysis of Gisela in Her High School Mathematics Classroom","authors":"Emma C. Gargroetzi","doi":"10.5951/jresematheduc-2022-0027","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0027","url":null,"abstract":"Multiply minoritized learners face racialized, gendered, and ableist hierarchies of mathematical ability that shape the organization of schools and classrooms and can significantly challenge access to identities as mathematical learners and practitioners as well as to fundamental human dignity. Classrooms and everyday interactions can perpetuate or interrupt these conditions. Contributing to questions about the relationships among identity, power, and dignity in mathematics learning, this article presents a positional interaction analysis of Gisela, a Disabled 10th-grade Latina student, as she took up, challenged, and renegotiated identities of mathematical thinker, learner, and community member over the course of one school year.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141043752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Working Interinstitutionally to Apprentice Doctoral Students in Mathematics Education Research 跨机构合作培养数学教育研究博士生
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2024-05-01 DOI: 10.5951/jresematheduc-2024-0010
Patricio Herbst
{"title":"Working Interinstitutionally to Apprentice Doctoral Students in Mathematics Education Research","authors":"Patricio Herbst","doi":"10.5951/jresematheduc-2024-0010","DOIUrl":"https://doi.org/10.5951/jresematheduc-2024-0010","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141048716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reproducing Research Capacity Through Interinstitutional Collaboration Around Doctoral Courses 通过围绕博士课程的机构间合作复制研究能力
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2024-01-01 DOI: 10.5951/jresematheduc-2023-0207
Patricio Herbst
{"title":"Reproducing Research Capacity Through Interinstitutional Collaboration Around Doctoral Courses","authors":"Patricio Herbst","doi":"10.5951/jresematheduc-2023-0207","DOIUrl":"https://doi.org/10.5951/jresematheduc-2023-0207","url":null,"abstract":"This editorial follows November's editorial with suggestions for how our field could engage in interinstitutional collaboration to offer coursework that can both scaffold novice researchers' acquisition of the knowledge our research field has produced and provide a foundation for furthering the reproduction and improvement of our field's research capacity.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139392990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Prove Yourself”: Exploring Epistemological Values in Mathematics Department Support and Oppression of Black Women Faculty "证明自己探索数学系对黑人女教师的支持和压迫中的认识论价值观
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2024-01-01 DOI: 10.5951/jresematheduc-2022-0102
R. Taylor McNeill, Aneva Jefferson
{"title":"“Prove Yourself”: Exploring Epistemological Values in Mathematics Department Support and Oppression of Black Women Faculty","authors":"R. Taylor McNeill, Aneva Jefferson","doi":"10.5951/jresematheduc-2022-0102","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0102","url":null,"abstract":"Black women faculty members face challenges in higher education, including limited identity-affirming mentorship and under-­recognition of their scholarship. However, little is known about their experiences in mathematics departments, where Black women are more severely underrepresented and disciplinary ideologies of neutrality mask social oppression. We interrogate the role of mathematics epistemological values (MEVs) in shaping departmental racialized–gendered oppression experienced by six Black women. Our findings illustrate that (a) quantification practices underpinning faculty evaluation disregard Black women’s achievements; and (b) notions of proving as a solitary endeavor justify neglecting Black women’s faculty development. We highlight departmental practices that support Black women faculty members, reframe MEVs to promote equity, and discuss implications for mathematics faculty and administrators working to advance equity.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139391695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Classroom Supports for Generalizing 课堂支持归纳
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2024-01-01 DOI: 10.5951/jresematheduc-2022-0140
Amy B. Ellis, A. Waswa, H. Tasova, Michael Hamilton, Kevin C. Moore, A. Çelik
{"title":"Classroom Supports for Generalizing","authors":"Amy B. Ellis, A. Waswa, H. Tasova, Michael Hamilton, Kevin C. Moore, A. Çelik","doi":"10.5951/jresematheduc-2022-0140","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0140","url":null,"abstract":"Generalizing is a critical aspect of mathematics learning, with researchers and policy documents highlighting generalizing as a core mathematical practice. It can also be challenging to foster in class settings, and teachers need access to better resources to teach generalizing, including an understanding of effective forms of instruction. This article proposes Classroom Supports for Generalizing (CSGs), investigating how multiple elements—such as tasks, teacher moves, student interactions, and representations—interact to meaningfully foster student generalizing. Drawing on class video data from a middle school teacher and two high school teachers, we present the CSG Framework, which identifies three categories of supports: Interactions for Generalizing, Structures for Generalizing, and Routines for Generalizing.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139391832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Validity Argument for a Brief Assessment of Mature Number Sense 成熟数感简要评估的有效性论证
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2024-01-01 DOI: 10.5951/jresematheduc-2022-0071
Patrick K. Kirkland, Ying Cheng, Nicole M. McNeil
{"title":"A Validity Argument for a Brief Assessment of Mature Number Sense","authors":"Patrick K. Kirkland, Ying Cheng, Nicole M. McNeil","doi":"10.5951/jresematheduc-2022-0071","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0071","url":null,"abstract":"This Brief Report presents an example of assessment validation using an argument-based approach. The instrument we developed is a Brief Assessment of Students’ Mature Number Sense, which measures a central goal in mathematics education. We chose to develop this assessment to provide an efficient way to measure the effect of instructional practices designed to improve students’ number sense. Using an argument-based framework, we first identify our proposed interpretations and uses of student scores. We then outline our argument with three claims that provide evidence connecting students’ responses on the assessment with its intended uses. Finally, we highlight why using argument-based validation benefits measure developers as well as the broader mathematics education community.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139393285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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