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Journal for Research in Mathematics Education最新文献

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Implementation of a Scale-Up Model in Early Childhood: Long-Term Impacts on Mathematics Achievement 儿童早期实施扩大模型：对数学成绩的长期影响
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-01-01 DOI: 10.5951/jresematheduc-2020-0245
D. Clements, J. Sarama, C. Layzer, Fatih Unlu
{"title":"Implementation of a Scale-Up Model in Early Childhood: Long-Term Impacts on Mathematics Achievement","authors":"D. Clements, J. Sarama, C. Layzer, Fatih Unlu","doi":"10.5951/jresematheduc-2020-0245","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0245","url":null,"abstract":"A follow-up of a cluster-randomized trial evaluated the long-term impacts of a scale-up model composed of 10 research-based guidelines grounded in learning trajectories. Two treatment groups received the intervention during the prekindergarten year, and one of these groups received follow-through support in kindergarten and first grade. Business-as-usual curricula were used in all other cases, including all years for the control group. Early effects on mathematics achievement decreased through fourth grade but reemerged at fifth grade. These results support both a latent trait hypothesis, whereby stable characteristics of students explain differences in achievement, and a latent foundation hypothesis, whereby early mathematical knowledge and skills provide a foundation for competence in mathematics in later years, especially those that involve challenging mathematics.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498085","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
Fostering Flexibility Using Comparing Solution Strategies and Classroom Discussion: Effects of Two Professional Development Programs 通过比较解决策略和课堂讨论培养灵活性：两个专业发展计划的效果
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-01-01 DOI: 10.5951/jresematheduc-2020-0232
Christian Rüede, S. Mok, Fritz C. Staub
{"title":"Fostering Flexibility Using Comparing Solution Strategies and Classroom Discussion: Effects of Two Professional Development Programs","authors":"Christian Rüede, S. Mok, Fritz C. Staub","doi":"10.5951/jresematheduc-2020-0232","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0232","url":null,"abstract":"This article shows that enabling teachers to integrate comparing solution strategies into their teaching fosters student flexibility in algebra. We designed two professional development (PD) programs that either focused exclusively on comparing solution strategies, or additionally introduced the accountable talk approach to guiding productive classroom discussions. The effects of both PD programs were investigated in an experimental field study (N = 39 teachers, 739 students). In both experimental groups, student posttest gains in strategy flexibility and procedural knowledge were greater than in the control group. The accountable talk group also increased conceptual knowledge. Significant effects in strategy flexibility were still observed 2.5 months later. We discuss recommendations for PD programs to foster flexibility in algebra using comparing.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48860549","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: 4
The Prevalence of Teacher Tracking in High School Mathematics Departments 中学数学系教师追踪的普遍性
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-01-01 DOI: 10.5951/jresematheduc-2020-0296
Wayne Nirode, B. Boyd
{"title":"The Prevalence of Teacher Tracking in High School Mathematics Departments","authors":"Wayne Nirode, B. Boyd","doi":"10.5951/jresematheduc-2020-0296","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0296","url":null,"abstract":"This study examined the prevalence of teacher tracking in a population of 1,822 mathematics teachers in 184 high schools in a single state. Results showed that 70% of teachers were tracked by course level, course track, or both. Three fourths of high schools tracked at least 58% of their mathematics teachers. We also found significant differences in teaching assignments across quintiles of years of experience at a teacher’s current school. First-quintile teachers were the most likely to be assigned low-track or entry-level courses. In contrast, fifth-quintile teachers were the most likely to be assigned high-track or upper-level courses. These findings indicate that the tracking of mathematics teachers is a prevalent and persistent inequitable structure in most high schools.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49215633","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
How Manuscripts Can Contribute to Research on Mathematics Education: Possibilities for Applied Research 手稿如何有助于数学教育研究:应用研究的可能性
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-01-01 DOI: 10.5951/jresematheduc-2022-0157
P. Herbst, D. Chazan, Percival G. Matthews, Erin K. Lichtenstein, Sandra Crespo
{"title":"How Manuscripts Can Contribute to Research on Mathematics Education: Possibilities for Applied Research","authors":"P. Herbst, D. Chazan, Percival G. Matthews, Erin K. Lichtenstein, Sandra Crespo","doi":"10.5951/jresematheduc-2022-0157","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0157","url":null,"abstract":"In our editorial last January, Herbst et al. (2022) echoed a question often raised by reviewers of manuscripts: What is this manuscript's contribution to our research field? In that first elaboration on how manuscripts may contribute to the field of research in mathematics education, we discussed the contributions of basic research. In this editorial, motivated by the illustrations provided by the articles included in this issue, we do a similar exercise with applied research.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43532717","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
Word Problem Performance of U.S. First Graders in the 20th Century and Common Core Era 20世纪和共同核心时代美国一年级学生的应用题表现
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-01-01 DOI: 10.5951/jresematheduc-2020-0201
Rob Schoen, Ian Whitacre, Zachary M. Champagne
{"title":"Word Problem Performance of U.S. First Graders in the 20th Century and Common Core Era","authors":"Rob Schoen, Ian Whitacre, Zachary M. Champagne","doi":"10.5951/jresematheduc-2020-0201","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0201","url":null,"abstract":"Changes in U.S. textbooks indicate that U.S. first-grade students in the Common Core era were exposed to a wider variety of word problem types than students in previous generations were. We compared the performance of U.S. first graders in the Common Core era with that of previous generations in solving 11 types of additive word problems to investigate a decades-long debate—whether certain types of word problems are inherently more difficult than others or whether relative difficulty is influenced by exposure. We found that overall patterns of relative difficulty persist; however, U.S. first graders in the Common Core era outperformed their historical counterparts when solving the types of problems that rarely appeared in textbooks used in the 1980s.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43705835","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
Edgar J. Edmunds: A Historical Case Study of Race in Mathematics Education 埃德加·j·埃德蒙兹:种族在数学教育中的历史案例研究
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-11-01 DOI: 10.5951/jresematheduc-2020-0174
Sian Zelbo
{"title":"Edgar J. Edmunds: A Historical Case Study of Race in Mathematics Education","authors":"Sian Zelbo","doi":"10.5951/jresematheduc-2020-0174","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0174","url":null,"abstract":"This article describes a historical case study of E. J. Edmunds, a Black mathematics student and teacher in 19th-century New Orleans. Edmunds’s career as a student and then teacher of mathematics, which stretched from the antebellum era through Reconstruction and into segregation, was filled with obstacles and indignities but also with improbable successes. Edmunds proved to be among the world’s top mathematical talents in 1871 by passing the grueling admissions exam for France’s École Polytechnique. The purpose of the present article is to examine the implications that this historically rare example of Black mathematical achievement in the 19th century has for metanarratives of Black obstacles and achievement in mathematics education.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44894535","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
A Spiritual Turn: Toward Desire-Based Research and Indigenous Futurity in Mathematics Education 精神转向:面向数学教育的基于欲望的研究与本土未来
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-11-01 DOI: 10.5951/jresematheduc-2022-0005
Rochelle Gutiérrez
{"title":"A Spiritual Turn: Toward Desire-Based Research and Indigenous Futurity in Mathematics Education","authors":"Rochelle Gutiérrez","doi":"10.5951/jresematheduc-2022-0005","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0005","url":null,"abstract":"The practice of futurity within Indigenous communities has existed since time immemorial, with past, present, and future intertwined and with a focus on (re)membering and healing. As futurity becomes more popular in mainstream venues, it raises questions about how it will affect mathematics education (research). This Commentary makes an argument for desire-based research frameworks and Indigenous futurity praxis as key components of a spiritual turn, somewhat distinct from the sociopolitical turn our field took about a decade ago. I analyze some of the equity issues that arose in the March 2022 issue of JRME, raise three important questions to consider in our research, and offer suggestions so that we may embrace a spiritual turn.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42010283","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
Identity Work, Racialized Emotions, and Equity in Mathematics Education 身份工作、种族化情绪与数学教育公平
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-11-01 DOI: 10.5951/jresematheduc-2022-0002
Luz Valoyes-Chávez, Lisa Darragh
{"title":"Identity Work, Racialized Emotions, and Equity in Mathematics Education","authors":"Luz Valoyes-Chávez, Lisa Darragh","doi":"10.5951/jresematheduc-2022-0002","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0002","url":null,"abstract":"This Research Commentary draws on the articles in the March 2022 issue of JRME, engaging with the notion of labor as a key concept to push the field toward novel understandings of equity in mathematics education. We introduce the concepts of identity work and racialized emotions to provide an alternative reading of the articles in that issue, arguing that attention to the interplay of these two concepts is vital to consider issues of equity because mathematics identity intersects with race, gender, class, and sexuality, among other social identities historically marginalized in the classroom. We argue that a focus on such interplay could help to revitalize the discourse on equity in mathematics education across the globe.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41403562","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: 6
A Socio-Ecological Framework for Research in Mathematics Education 数学教育研究的社会生态框架
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-11-01 DOI: 10.5951/jresematheduc-2022-0003
Nicole Louie, Wang Zhan
{"title":"A Socio-Ecological Framework for Research in Mathematics Education","authors":"Nicole Louie, Wang Zhan","doi":"10.5951/jresematheduc-2022-0003","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0003","url":null,"abstract":"This Research Commentary responds to the March 2022 issue of JRME. To discuss the four articles in the issue across their diverse approaches to equity, the authors propose a socio-ecological framework for mapping research in mathematics education. The framework focuses on the layers of social activity that each study addresses, both analytically and with respect to implications. Using their analysis of the articles in the issue, the authors identify strengths in mathematics education research and areas in which more work is needed.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41321065","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: 6
Interpretation and Use Statements for Instruments in Mathematics Education 数学教育中仪器的解释和使用说明
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-07-01 DOI: 10.5951/jresematheduc-2020-0087
Michele B. Carney, J. Bostic, Erin E. Krupa, Jeffrey C. Shih
{"title":"Interpretation and Use Statements for Instruments in Mathematics Education","authors":"Michele B. Carney, J. Bostic, Erin E. Krupa, Jeffrey C. Shih","doi":"10.5951/jresematheduc-2020-0087","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0087","url":null,"abstract":"This Research Commentary addresses the need for an instrument abstract—termed an Interpretation and Use Statement (IUS)—to be included when mathematics educators present instruments for use by others in journal articles and other communication venues (e.g., websites and administration manuals). We begin with presenting the need for IUSs, including the importance of a focus on interpretation and use. We then propose a set of elements—identified by a group of mathematics education researchers, instrument developers, and psychometricians—to be included in the IUS. We describe the development process, the recommended elements for inclusion, and two example IUSs. Last, we present why IUSs have the potential to benefit end users and the field of mathematics education.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41655584","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: 4
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