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Journal for Research in Mathematics Education最新文献

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Teacher Care and Students’ Sense of Connectedness in the Urban Mathematics Classroom 城市数学课堂中的教师关怀与学生的联结感
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-07-01 DOI: 10.5951/jresematheduc-2020-0044
T. Maloney, J. Matthews
{"title":"Teacher Care and Students’ Sense of Connectedness in the Urban Mathematics Classroom","authors":"T. Maloney, J. Matthews","doi":"10.5951/jresematheduc-2020-0044","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0044","url":null,"abstract":"This multi-method study draws on theories of teacher care, dispositions, and culturally relevant pedagogy to examine how 12 urban mathematics teachers’ perceptions of their own care practices align with their Black and Latinx students’ (n=321) sense of connectedness in the mathematics classroom. A qualitative analysis of in-depth interviews with the teachers established three typologies of care: empathetic, transactional, and blended. A questionnaire measure of mathematics classroom connectedness revealed that students in classrooms led by teachers who enacted an empathetic caring pedagogy were more likely to agree that their teachers provided emotional support, their classroom felt like a family, and their contributions were valued in class. Further, students’ sense of classroom connectedness mediated the link between teacher care and students’ perceived value and relevance of mathematics.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"51 1","pages":"399-432"},"PeriodicalIF":2.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43934414","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: 14
2005–2008: Steady as She Goes 2005-2008:稳扎稳打
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-07-01 DOI: 10.5951/jresematheduc-2020-0049
Steven R. Williams
{"title":"2005–2008: Steady as She Goes","authors":"Steven R. Williams","doi":"10.5951/jresematheduc-2020-0049","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0049","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"51 1","pages":"378-381"},"PeriodicalIF":2.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43777006","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
Timely and Useful Data to Improve Classroom Instruction 及时有用的数据改善课堂教学
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-07-01 DOI: 10.5951/jresematheduc-2020-0056
Jinfa Cai, Anne K. Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, M. Cirillo, S. Kramer, J. Hiebert
{"title":"Timely and Useful Data to Improve Classroom Instruction","authors":"Jinfa Cai, Anne K. Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, M. Cirillo, S. Kramer, J. Hiebert","doi":"10.5951/jresematheduc-2020-0056","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0056","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41637603","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: 5
2001: A Research Odyssey 2001：研究奥德赛
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-05-01 DOI: 10.5951/jresemtheduc-2019-0071
Edward A. Silver
{"title":"2001: A Research Odyssey","authors":"Edward A. Silver","doi":"10.5951/jresemtheduc-2019-0071","DOIUrl":"https://doi.org/10.5951/jresemtheduc-2019-0071","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41636887","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: 2
1996–2000: Insights Into the Role of an Editor: More Than Choosing Manuscripts for Publication 1996-2000：对编辑角色的洞察：不仅仅是选择出版手稿
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-05-01 DOI: 10.5951/jresemtheduc-2019-0070
Judith T. Sowder
{"title":"1996–2000: Insights Into the Role of an Editor: More Than Choosing Manuscripts for Publication","authors":"Judith T. Sowder","doi":"10.5951/jresemtheduc-2019-0070","DOIUrl":"https://doi.org/10.5951/jresemtheduc-2019-0070","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"51 1","pages":"250-253"},"PeriodicalIF":2.8,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46083986","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: 2
Teacher Noticing of Mathematical Thinking in Young Children’s Representations of Counting 幼儿数数表征中的数学思维教师观
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-05-01 DOI: 10.5951/jresemtheduc-2019-0068
Madhuvanti Anantharajan
{"title":"Teacher Noticing of Mathematical Thinking in Young Children’s Representations of Counting","authors":"Madhuvanti Anantharajan","doi":"10.5951/jresemtheduc-2019-0068","DOIUrl":"https://doi.org/10.5951/jresemtheduc-2019-0068","url":null,"abstract":"Counting is fundamental to early mathematics. Most studies of teaching counting focus on teachers observing children count. The present study compares mathematical ideas that 12 PK, transitional kindergarten (TK), and kindergarten teachers noticed from observing their own students count during a classroom session of Counting Collections with ideas that they noticed outside class time in the same students’ representations of counting on paper. Inviting teacher noticing in representations (a) drew attention to distinct conceptions that children required to represent counting; (b) increased the number of mathematical ideas that participants perceived in students’ thinking; and (c) helped participants perceive different levels in, and their own uncertainties about, students’ understanding. This study suggests that teacher noticing in children’s representations of counting can deepen teachers’ understanding of students’ mathematical thinking.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"51 1","pages":"268-300"},"PeriodicalIF":2.8,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47965484","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: 8
Working Across Contexts: Scaling Up or Replicating With Variations? 跨环境工作:扩大规模还是用变化复制?
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-05-01 DOI: 10.5951/jresemtheduc-2020-0007
Jinfa Cai, Anne K. Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, M. Cirillo, S. Kramer, J. Hiebert
{"title":"Working Across Contexts: Scaling Up or Replicating With Variations?","authors":"Jinfa Cai, Anne K. Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, M. Cirillo, S. Kramer, J. Hiebert","doi":"10.5951/jresemtheduc-2020-0007","DOIUrl":"https://doi.org/10.5951/jresemtheduc-2020-0007","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"51 1","pages":"258-267"},"PeriodicalIF":2.8,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44067133","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: 7
Emma’s Negotiation of Number: Implicit Intensive Intervention 艾玛的数量协商:隐性强化干预
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-05-01 DOI: 10.5951/jresemtheduc-2019-0067
J. Hunt, Juanita M. Silva
{"title":"Emma’s Negotiation of Number: Implicit Intensive Intervention","authors":"J. Hunt, Juanita M. Silva","doi":"10.5951/jresemtheduc-2019-0067","DOIUrl":"https://doi.org/10.5951/jresemtheduc-2019-0067","url":null,"abstract":"We investigated the extent to which one elementary school child with ­working-memory differences made sense of number as a composite unit and advanced her reasoning. Through ongoing and retrospective analysis of eight teaching-experiment sessions, we uncovered four shifts in the child’s real-time negotiation of number over time: (a) initial “2s” and symmetry to consider counting on, (b) participatory awareness of 10 and use of algorithmic knowledge, (c) break apart and growing anticipation of tacit counting, and (d) advanced participatory tacit double counting. The results suggest a possible link between the child’s participatory knowledge and the extent to which her enacted activity met her goals for solving the problem more than her current “knowing.” The implications regarding a possible proof of concept toward implicit, intensive instruction are shared.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"51 1","pages":"334-360"},"PeriodicalIF":2.8,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46555688","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: 9
An Analysis of Secondary Mathematics Textbooks With Regard to Technology Integration 中学数学教材的技术整合分析
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-05-01 DOI: 10.5951/jresemtheduc-2020-0005
Milan Sherman, Charity Cayton, Candace A. Walkington, Alexandra Funsch
{"title":"An Analysis of Secondary Mathematics Textbooks With Regard to Technology Integration","authors":"Milan Sherman, Charity Cayton, Candace A. Walkington, Alexandra Funsch","doi":"10.5951/jresemtheduc-2020-0005","DOIUrl":"https://doi.org/10.5951/jresemtheduc-2020-0005","url":null,"abstract":"Research has demonstrated that textbooks exert a considerable influence on students’ learning opportunities and that technology has the potential to transform mathematics instruction. This brief report provides a systematic analysis of how technology tasks are integrated into secondary mathematics curricula by analyzing a sample of 20 textbooks. The results indicate that across the entire sample, nearly 15% of tasks incorporated technology, and of those, 21% used it as a reorganizer of students’ mathematical thinking; calculators were the predominant technology utilized. Investigative textbooks were not more likely to incorporate technology than conventional texts, but algebra 2 texts were more likely to include technology than geometry texts. Implications for instruction and teacher preparation are discussed.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"51 1","pages":"361-374"},"PeriodicalIF":2.8,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43386612","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: 3
Effects on Mathematics and Executive Function of a Mathematics and Play Intervention Versus Mathematics Alone 数学和游戏干预对数学的影响以及对单独数学的执行功能
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2020-05-01 DOI: 10.5951/jresemtheduc-2019-0069
D. Clements, Julie Sarama, C. Layzer, Fatih Unlu, L. Fesler
{"title":"Effects on Mathematics and Executive Function of a Mathematics and Play Intervention Versus Mathematics Alone","authors":"D. Clements, Julie Sarama, C. Layzer, Fatih Unlu, L. Fesler","doi":"10.5951/jresemtheduc-2019-0069","DOIUrl":"https://doi.org/10.5951/jresemtheduc-2019-0069","url":null,"abstract":"Early education is replete with debates about “academic” versus “play” approaches. We evaluated 2 interventions, the Building Blocks (BB) mathematics curriculum and the BB synthesized with scaffolding of play to promote executive function (BBSEF), compared to a business-as-usual (BAU) control using a 3-armed cluster randomized trial with more than 1,000 children in 84 preschool classrooms across three districts (multiracial or multiethnic, low income, 27% English Language Learner). Impact estimates for BBSEF were mixed in sign, small in magnitude, and insignificant. Most impact estimates for BB were positive, but only a few were statistically significant, with more in the kindergarten year (delayed effects), including both mathematics achievement and executive function (EF) competencies. Gains in both mathematics and EF can be mutually supportive and thus resist the fade-out effect.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"51 1","pages":"301-333"},"PeriodicalIF":2.8,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41405751","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: 15
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