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Journal for Research in Mathematics Education最新文献

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Research Commentaries: Engaging in Stewardship of Our Field 研究评论:从事我们领域的管理
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-05-01 DOI: 10.5951/jresematheduc-2023-0014
D. Chazan, P. Herbst, Sandra Crespo, Percival G. Matthews, Erin K. Lichtenstein
{"title":"Research Commentaries: Engaging in Stewardship of Our Field","authors":"D. Chazan, P. Herbst, Sandra Crespo, Percival G. Matthews, Erin K. Lichtenstein","doi":"10.5951/jresematheduc-2023-0014","DOIUrl":"https://doi.org/10.5951/jresematheduc-2023-0014","url":null,"abstract":"In this editorial, we suggest that writing and reviewing Research Commentaries for the Journal for Research in Mathematics Education (JRME) are avenues through which all researchers on mathematics education can serve as stewards of our field.","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":"47560944","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 Local Instruction Theory for Emergent Graphical Shape Thinking: A Middle School Case Study 突发性图形形状思维的局部教学理论:以中学为例
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-05-01 DOI: 10.5951/jresematheduc-2021-0066
Teo Paoletti, Allison L. Gantt, Julien Corven
{"title":"A Local Instruction Theory for Emergent Graphical Shape Thinking: A Middle School Case Study","authors":"Teo Paoletti, Allison L. Gantt, Julien Corven","doi":"10.5951/jresematheduc-2021-0066","DOIUrl":"https://doi.org/10.5951/jresematheduc-2021-0066","url":null,"abstract":"Emergent graphical shape thinking (EGST) involves interpreting or constructing a graph as dynamically generated, which is useful across science, technology, engineering, and mathematics fields. Although evidence suggests that students as young as middle school can engage in EGST with support, other research indicates most college students and U.S. teachers do not spontaneously engage in such reasoning when potentially productive. We describe a local instruction theory (LIT) to support middle school students developing EGST as part of their graphing meanings. We then present a case study to show how two students engaged with a task sequence designed with the LIT in mind to develop meanings for EGST. This article illustrates general principles researchers and educators could use to promote students’ graphing meanings.","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":"48951246","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
Computer-Supported Assessment of Geometric Exploration Using Variation Theory 利用变分理论进行几何探索的计算机支持评价
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-03-01 DOI: 10.5951/jresematheduc-2020-0260
Yael Luz, Michal Yerushalmy
{"title":"Computer-Supported Assessment of Geometric Exploration Using Variation Theory","authors":"Yael Luz, Michal Yerushalmy","doi":"10.5951/jresematheduc-2020-0260","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0260","url":null,"abstract":"We report on an innovative design of algorithmic analysis that supports automatic online assessment of students’ exploration of geometry propositions in a dynamic geometry environment. We hypothesized that difficulties with and misuse of terms or logic in conjectures are rooted in the early exploration stages of inquiry. We developed a generic activity format for if–then propositions and implemented the activity on a platform that collects and analyzes students’ work. Finally, we searched for ways to use variation theory to analyze ninth-grade students’ recorded work. We scored and classified data and found correlation between patterns in exploration stages and the conjectures students generated. We demonstrate how automatic identification of mistakes in the early stages is later reflected in the quality of conjectures.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44706369","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
Investigating Problem Solving on Calculator Items in a Large-Scale Digitally Based Assessment: A Data Mining Approach 基于数据挖掘的大规模评估中计算器项目的问题解决研究
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-03-01 DOI: 10.5951/jresematheduc-2020-0290
Yang Jiang, Gabrielle A. Cayton-Hodges
{"title":"Investigating Problem Solving on Calculator Items in a Large-Scale Digitally Based Assessment: A Data Mining Approach","authors":"Yang Jiang, Gabrielle A. Cayton-Hodges","doi":"10.5951/jresematheduc-2020-0290","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0290","url":null,"abstract":"This exploratory study investigated the behaviors and content of onscreen calculator usage by a nationally representative sample of eighth-grade students who responded to items from the 2017 National Assessment of Educational Progress mathematics assessment. Meaningful features were generated from the process data to infer whether students spontaneously used calculators for mathematical problem solving, how frequently and when they used them, and the nature of the operations performed on calculators. Sequential pattern mining was applied on sequences of calculator keystrokes to obtain patterns of operations that were representative of students’ problem-solving strategies or processes. Results indicated that higher scoring students not only were more likely to use calculators, but also used them in a more goal-driven manner than lower scoring students.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43035504","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
What Can the Realization Tree Assessment Tool Reveal About Explorative Classroom Discussions? 实现树评估工具能揭示探索性课堂讨论的哪些内容？
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-03-01 DOI: 10.5951/jresematheduc-2020-0084
Merav Weingarden, Einat Heyd-Metzuyanim
{"title":"What Can the Realization Tree Assessment Tool Reveal About Explorative Classroom Discussions?","authors":"Merav Weingarden, Einat Heyd-Metzuyanim","doi":"10.5951/jresematheduc-2020-0084","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0084","url":null,"abstract":"One of the challenges of understanding the complexity of so-called reform mathematics instruction lies in the observational tools used to capture it. This article introduces a unique tool, drawing from commognitive theory, for describing classroom discussions. The Realization Tree Assessment tool provides an image of a classroom discussion, depicting the realizations of the mathematical object manifested during the discussion and the narratives that articulate the links between these realizations. We applied the tool to 34 classroom discussions about a growing-pattern algebraic task and, through cluster analysis, found three types of whole-class discussion. Associations with classroom-level variables (track, but not grade level or teacher seniority) were also found. Implications with respect to applications and usefulness of the tool are discussed.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48973427","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
In Memoriam Jeremy Kilpatrick: An Editor’s Editor 纪念Jeremy Kilpatrick：编辑的编辑
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2023-03-01 DOI: 10.5951/jresematheduc-2022-0190
P. Herbst
{"title":"In Memoriam Jeremy Kilpatrick: An Editor’s Editor","authors":"P. Herbst","doi":"10.5951/jresematheduc-2022-0190","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0190","url":null,"abstract":"My academic family lost our patriarch, Jeremy Kilpatrick, on September 17, 2022. As I write this in October, reflecting on his legacy to our field feels timely. After a brief biographical sketch, I explore how Jeremy's influence, particularly in his role as Editor in Chief of JRME, shaped our field—and my own work as editor.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47175195","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
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":null,"pages":null},"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
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":null,"pages":null},"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
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":null,"pages":null},"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":null,"pages":null},"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
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