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Journal for Research in Mathematics Education最新文献

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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":" 37","pages":""},"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":" 2","pages":""},"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":" 540","pages":""},"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":" 6","pages":""},"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
The Doctorate Is Part of the Infrastructure of Our Research Field 博士学位是我们研究领域基础设施的一部分
2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-11-01 DOI: 10.5951/jresematheduc-2023-0154
Patricio Herbst
{"title":"The Doctorate Is Part of the Infrastructure of Our Research Field","authors":"Patricio Herbst","doi":"10.5951/jresematheduc-2023-0154","DOIUrl":"https://doi.org/10.5951/jresematheduc-2023-0154","url":null,"abstract":"This editorial argues that the promotion of research in mathematics education, particularly in the present moment in the United States, requires deliberate thinking about how doctoral preparation supports the development of the human infrastructure for research.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135411868","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
Student Positioning in Mathematics Assessment Research: A Critical Review 数学评价研究中的学生定位
2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-11-01 DOI: 10.5951/jresematheduc-2022-0030
Juuso Henrik Nieminen, Anette Bagger, Alexis Padilla, Paulo Tan
{"title":"Student Positioning in Mathematics Assessment Research: A Critical Review","authors":"Juuso Henrik Nieminen, Anette Bagger, Alexis Padilla, Paulo Tan","doi":"10.5951/jresematheduc-2022-0030","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0030","url":null,"abstract":"We conduct a critical review to explore how research on mathematics classroom assessment has positioned students (127 studies, 2015–2020). Our analysis shows how research has positioned students as passive recipients of assessment by portraying assessment through discourses of measurement and cognition. Conversely, students are positioned as active agents in their own learning through discourses of empowerment and monitoring. Finally, a discourse of performativity portrays classroom assessment as a way to promote results in large-scale assessments. These five discourses summarize how research produces knowledge about mathematics assessment and, in doing so, positions students as social agents with certain roles and responsibilities. Our review challenges assessment research communities to rethink how students are positioned in mathematics assessment.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"92 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135411877","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
Meta-Aggregation: Methodological Guidance and Lessons Learned on an Approach to Qualitative Synthesis for Mathematics Education Research 元聚合:数学教育研究定性综合方法的方法论指导与经验教训
2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-11-01 DOI: 10.5951/jresematheduc-2021-0113
Yukiko Maeda, Rachael H. Kenney, Michael Lolkus
{"title":"Meta-Aggregation: Methodological Guidance and Lessons Learned on an Approach to Qualitative Synthesis for Mathematics Education Research","authors":"Yukiko Maeda, Rachael H. Kenney, Michael Lolkus","doi":"10.5951/jresematheduc-2021-0113","DOIUrl":"https://doi.org/10.5951/jresematheduc-2021-0113","url":null,"abstract":"In this Research Commentary, we address a call to translate qualitative educational research into practice by highlighting the potential of the qualitative synthesis methodology, which thus far has had limited guidelines and exemplars in mathematics education research. We contribute methodological guidance on one qualitative synthesis approach, meta-aggregation, by sharing experiences and lessons learned from using this approach in mathematics education. We discuss how and why researchers can normalize the use of this synthesis approach to influence policies and practices in mathematics teaching and learning. By sharing our experiences and insights on meta-aggregation components, we aim to support and motivate future development and application of qualitative synthesis in mathematics education research.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"22 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135410812","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: 1
Spatial Reasoning Supports Preschool Numeracy: Findings From a Large-Scale Nationally Representative Randomized Control Trial 空间推理支持学龄前儿童的算术能力:来自一项大规模全国代表性随机对照试验的发现
2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-11-01 DOI: 10.5951/jresematheduc-2022-0051
Ilyse Resnick, Tom Lowrie
{"title":"Spatial Reasoning Supports Preschool Numeracy: Findings From a Large-Scale Nationally Representative Randomized Control Trial","authors":"Ilyse Resnick, Tom Lowrie","doi":"10.5951/jresematheduc-2022-0051","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0051","url":null,"abstract":"We assessed the efficacy of two spatial learning programs grounded in early years learning pedagogical theory to improve numeracy performance in preschool. Engagement with a play-based spatial program led to better overall spatial reasoning and transferred to better numeracy compared with a business-as-usual control, underscoring the importance of embedding spatial learning within strong pedagogy and authentic preschool contexts. Engagement with the same spatial program using a spatialized curriculum (e.g., gesture, sketching) showed large additive effects, highlighting the role of spatial reasoning tools to support transfer of spatial reasoning to numeracy. The effects of the two interventions were moderated by spatial reasoning, with children with lower spatial reasoning making the most gains in numeracy.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"19 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135410819","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
Stewarding Our Commons for the Infinite Game of Research 为研究的无限游戏管理我们的公共空间
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-07-01 DOI: 10.5951/jresematheduc-2023-0045
P. Herbst
{"title":"Stewarding Our Commons for the Infinite Game of Research","authors":"P. Herbst","doi":"10.5951/jresematheduc-2023-0045","DOIUrl":"https://doi.org/10.5951/jresematheduc-2023-0045","url":null,"abstract":"Citizens of democratic societies have come to be in a situation in which they are much more likely than before to connect only to like-minded people and to have little desire to talk to people who think differently. This fragmentation makes all of us prone to take offense at the views or life choices of others, to label them as deviant or ignorant, and then to feel righteous about discounting their views. Living in a democratic society can be described, in James Carse's (1986) words, as an infinite game–a game that we play to be able to continue playing it.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46087549","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
From (and for) the Invisible 10%: Including Students With Learning Disabilities in Problem-Based Instruction 来自看不见的10%：在基于问题的教学中包括学习障碍学生
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-07-01 DOI: 10.5951/jresematheduc-2020-0117
J. Natalino M. Silva, Jessica H. Hunt, Jasmine Welch-Ptak
{"title":"From (and for) the Invisible 10%: Including Students With Learning Disabilities in Problem-Based Instruction","authors":"J. Natalino M. Silva, Jessica H. Hunt, Jasmine Welch-Ptak","doi":"10.5951/jresematheduc-2020-0117","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0117","url":null,"abstract":"We present the evolving fraction conceptions of two elementary school children with mathematics learning disabilities (MLD). We use qualitative analyses to capture the mathematical knowledge and experiences of each child and show how teaching was used to support advancement of their fractional reasoning. Results illustrate two viable pathways of advancing fractional thinking, both of which reflect students’ increasing levels of units coordination over time. We argue that recognizing and building on each child’s strengths—while respecting and accommodating for their MLD—was central to promoting their learning. Results provide an existence proof of a new evidence base for student-centered, problem-based instruction for students with MLD, grounded in a careful understanding of student mathematical thinking and accommodations for cognitive differences.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49294968","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: 1
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