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Journal for Research in Mathematics Education最新文献

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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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
Unit Transformation Graphs: Modeling Students’ Mathematics in Meeting the Cognitive Demands of Fractions Multiplication Tasks 单位变换图:满足分数乘法任务认知需求的学生数学建模
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-07-01 DOI: 10.5951/jresematheduc-2021-0031
A. Norton, C. Ulrich, Sarah Kerrigan
{"title":"Unit Transformation Graphs: Modeling Students’ Mathematics in Meeting the Cognitive Demands of Fractions Multiplication Tasks","authors":"A. Norton, C. Ulrich, Sarah Kerrigan","doi":"10.5951/jresematheduc-2021-0031","DOIUrl":"https://doi.org/10.5951/jresematheduc-2021-0031","url":null,"abstract":"This article introduces unit transformation graphs (UTGs) as a tool for diagramming the ways students use sequences of mental actions to solve mathematical tasks. We report findings from a study in which we identified patterns in the ways preservice elementary school teachers relied on working memory to coordinate mental actions when operating in fraction multiplication settings. UTGs account for the constraint of working memory in sequencing mental actions to solve mathematical tasks. They also explain the power of units coordinating structures in offloading demands on working memory. At the end of the article, we consider some of the research implications for these findings—specifically, ways that UTGs can lend explanatory and illustrative power to analyses of students’ mathematics.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42951657","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
Toward Professional Development for Multimodal Teacher Noticing 多模态教师关注的专业发展
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-07-01 DOI: 10.5951/jresematheduc-2020-0326
Janet D. K. Walkoe, Caroline (Caro) Williams-Pierce, Virginia J. Flood, M. Walton
{"title":"Toward Professional Development for Multimodal Teacher Noticing","authors":"Janet D. K. Walkoe, Caroline (Caro) Williams-Pierce, Virginia J. Flood, M. Walton","doi":"10.5951/jresematheduc-2020-0326","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0326","url":null,"abstract":"Considerable research has been conducted on the critical role of gesture and action in children’s mathematical thinking. However, teacher professional development (PD) has not tended to include specific supports for attending to nonverbal student thinking. In this Brief Report, we argue for including supports for multimodal teacher noticing in teacher PD. We illustrate how a targeted intervention can relatively quickly support teachers in learning to notice multimodal student thinking and demonstrate how shifting teachers’ attention to gesture can enrich how they interpret the details of students’ thinking.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44380998","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 Participatory Turn in Mathematics Education Research: Possibilities and Tensions 数学教育研究的参与性转向：可能性与张力
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-05-01 DOI: 10.5951/jresematheduc-2021-0147
Oyemolade Osibodu, Sung-Kook Byun, Victoria Hand, Carlos A. LópezLeiva
{"title":"A Participatory Turn in Mathematics Education Research: Possibilities and Tensions","authors":"Oyemolade Osibodu, Sung-Kook Byun, Victoria Hand, Carlos A. LópezLeiva","doi":"10.5951/jresematheduc-2021-0147","DOIUrl":"https://doi.org/10.5951/jresematheduc-2021-0147","url":null,"abstract":"Mathematics education researchers concerned with justice and rehumanizing mathematics education are increasingly calling for research that takes seriously the values, commitments, and voices of the communities for which the research is most consequential. Exclusion of or superficial engagement with these perspectives and experiences in research and design processes have perpetuated deficit perspectives of minoritized communities, rendering them simply the object of reform efforts. Consequently, this Research Commentary conceptualizes a participatory turn in mathematics education research, offering a set of commitments that guide and examine the possibilities and tensions of such a turn.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46840546","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
Rarely Discussed and Often Ignored: Classroom Factors Affecting Black Students’ Experiences in Developmental Mathematics 很少被讨论和忽视：影响黑人学生发展数学体验的课堂因素
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-05-01 DOI: 10.5951/jresematheduc-2020-0257
Maxine T. Roberts, Daniel J. Almeida
{"title":"Rarely Discussed and Often Ignored: Classroom Factors Affecting Black Students’ Experiences in Developmental Mathematics","authors":"Maxine T. Roberts, Daniel J. Almeida","doi":"10.5951/jresematheduc-2020-0257","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0257","url":null,"abstract":"We present findings from a study about obstacles that Black students who succeeded in developmental mathematics in community college reported having endured in those mathematics classrooms. To understand the types of obstacles that can arise for students in these classrooms, we analyze data using two frameworks: mathematics identity and dimensions of mathematics classrooms. Study participants faced obstacles in three categories: (a) impressions of faculty’s instructional practices for problem solving; (b) negative race-related perceptions they believed classmates had about them; and (c) perceptions about instructors’ expectations. These findings contribute to literature on Black students’ progress in mathematics by identifying obstacles experienced by students who achieve in these courses and can also inform professional development learning for mathematics faculty.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42563954","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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