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Journal for Research in Mathematics Education最新文献

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Long-Term Relationships Between Mathematics Instructional Time During Teacher Preparation and Specialized Content Knowledge 教师准备期数学教学时间与专业内容知识的长期关系
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-07-01 DOI: 10.5951/jresematheduc-2020-0036
Julien Corven, Joseph DiNapoli, Laura Willoughby, J. Hiebert
{"title":"Long-Term Relationships Between Mathematics Instructional Time During Teacher Preparation and Specialized Content Knowledge","authors":"Julien Corven, Joseph DiNapoli, Laura Willoughby, J. Hiebert","doi":"10.5951/jresematheduc-2020-0036","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0036","url":null,"abstract":"We investigated how the time elementary preservice teachers (PSTs) spent studying certain mathematics topics during teacher education coursework was related to performance on teaching-related tasks administered after graduation. In two studies, participants completed tasks assessing their specialized content knowledge (SCK) for teaching 12 mathematical topics addressed to varying degrees in the preparation program. We found that instructional time was positively associated with SCK demonstrated both immediately postgraduation and 2 years later. Several possible confounding factors were assessed; one, entering PSTs’ average SCK for topics, appeared to influence the relationship. Accounting for professional learning postgraduation, such as attending professional development, did not change the underlying relationship. Considering these findings, we identify policy implications for the mathematics curriculum of PST 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":"42601604","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
Only for Multilingual Students at Risk? Cluster-Randomized Trial on Language-Responsive Mathematics Instruction 只针对有风险的多语种学生?语言响应式数学教学的聚类随机试验
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-07-01 DOI: 10.5951/jresematheduc-2020-0193
Susanne Prediger, Kirstin Erath, Henrike Weinert, Kim Quabeck
{"title":"Only for Multilingual Students at Risk? Cluster-Randomized Trial on Language-Responsive Mathematics Instruction","authors":"Susanne Prediger, Kirstin Erath, Henrike Weinert, Kim Quabeck","doi":"10.5951/jresematheduc-2020-0193","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0193","url":null,"abstract":"Empirical evidence exists that enhancing students’ language can promote the mathematics learning of multilingual students at risk, whereas other target groups (e.g., monolingual students, successful students, both with diverse academic language proficiency) have hardly been considered. This cluster-randomized controlled trial (N = 589) investigates differential effects for these extended target groups, comparing two language-responsive interventions (with or without vocabulary work) and a control group. The regression analysis reveals that all students significantly deepened their conceptual understanding in both interventions. Unlike what was anticipated, multilingual students’ growth of conceptual understanding had no significant additional benefit from integrated vocabulary work. These findings call for promoting language-responsive mathematics instruction for all students and for using a discursive rather than a vocabulary focus.","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":"41722741","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 Efficacy of Research-Based “Mathematics for All” Professional Development 基于研究的“全民数学”专业发展的有效性
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-07-01 DOI: 10.5951/jresematheduc-2019-0053
K. Melhuish, Eva Thanheiser, Alexander White, Brenda Rosencrans, J. Shaughnessy, Linda Foreman, Andy T. Riffel, Layla Guyot
{"title":"The Efficacy of Research-Based “Mathematics for All” Professional Development","authors":"K. Melhuish, Eva Thanheiser, Alexander White, Brenda Rosencrans, J. Shaughnessy, Linda Foreman, Andy T. Riffel, Layla Guyot","doi":"10.5951/jresematheduc-2019-0053","DOIUrl":"https://doi.org/10.5951/jresematheduc-2019-0053","url":null,"abstract":"This article contributes to the larger narrative around what makes a mathematics professional development (PD) successful and in what ways. We share a research-based PD model that was implemented in elementary schools in an urban school district for 3 years. The model uses a pseudo lesson study approach and emphasizes standards-based instruction. We found that teachers made gains in knowledge and instruction quality. However, whereas some students saw gains on standardized assessments, this was the case only for students who were not members of historically minoritized groups (Black/Latino), countering our assumptions that the PD would lead to equitable achievement results. We conclude with a discussion of how a colorblind approach to PD may account for the inequitable results.","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":"46558579","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
What the Current Editorial Team Values in Reviews for JRME 当前编辑团队在JRME评审中的价值
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-07-01 DOI: 10.5951/jresematheduc-2022-0053
Patricio Herbst, Daniel Chazan, Sandra Crespo, Percival G. Matthews, Erin K. Lichtenstein
{"title":"What the Current Editorial Team Values in Reviews for JRME","authors":"Patricio Herbst, Daniel Chazan, Sandra Crespo, Percival G. Matthews, Erin K. Lichtenstein","doi":"10.5951/jresematheduc-2022-0053","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0053","url":null,"abstract":"","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":"43716122","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
The Rationality of Undergraduate Mathematics Instructors: The Choice to Use Inquiry-Oriented Instructional Practices 本科数学教师的合理性:探究性教学实践的选择
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-05-01 DOI: 10.5951/jresematheduc-2020-0306
Mollee Shultz
{"title":"The Rationality of Undergraduate Mathematics Instructors: The Choice to Use Inquiry-Oriented Instructional Practices","authors":"Mollee Shultz","doi":"10.5951/jresematheduc-2020-0306","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0306","url":null,"abstract":"This article addresses why instructors choose to not use inquiry-oriented instructional practices (IO-IPs) even if they believe the practices are beneficial. A national sample of undergraduate mathematics instructors (N = 269) responded to questionnaires on their use of IO-IPs, beliefs on student learning, and recognition of professional obligations—their responsibilities toward various stakeholders including the individual student, mathematics as a discipline, the institution, and society (Herbst & Chazan, 2012). Structural equation modeling indicates that learner-focused beliefs often predict the use of IO-IPs, but that recognition of some professional obligations can work in opposition to those beliefs. Future work advocating for instructional change could use this framework to provide instructors with resources that leverage their existing priorities.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43988240","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 Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers 教师评价、雄心数学教学与数学知识教学:来自早期职业教师的证据
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-05-01 DOI: 10.5951/jresematheduc-2020-0093
Jihyun Kim, K. Frank, Peter A. Youngs, Serena J. Salloum, Kristen N. Bieda
{"title":"Teacher Evaluation, Ambitious Mathematics Instruction, and Mathematical Knowledge for Teaching: Evidence from Early-Career Teachers","authors":"Jihyun Kim, K. Frank, Peter A. Youngs, Serena J. Salloum, Kristen N. Bieda","doi":"10.5951/jresematheduc-2020-0093","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0093","url":null,"abstract":"Teacher evaluation policies have been central to policy efforts to enhance teaching quality. At the same time, ambitious mathematics instruction has been emphasized by teacher education programs as well as by the Common Core State Standards. Drawing on observation and survey data from early-career teachers, this study examines how teachers’ perceived pressure of teacher evaluation policies shape their ambitious mathematics instruction. We found that teachers who perceived a strong pressure of teacher evaluation on their instructional practices tended to move further away from enacting ambitious mathematics instruction. Moreover, the negative association between the pressure of teacher evaluation and ambitious instruction was stronger for teachers with a high level of mathematical knowledge for teaching.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46783730","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
When Active Learning Is Inequitable: Women’s Participation Predicts Gender Inequities in Mathematical Performance 当主动学习是不公平的：女性参与预测数学表现中的性别不公平
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-05-01 DOI: 10.5951/jresematheduc-2020-0143
D. Reinholz, Estrella Johnson, Christine Andrews-Larson, Amelia Stone-Johnstone, Jessica Smith, Brooke Mullins, Nicholas Fortune, K. Keene, Niral Shah
{"title":"When Active Learning Is Inequitable: Women’s Participation Predicts Gender Inequities in Mathematical Performance","authors":"D. Reinholz, Estrella Johnson, Christine Andrews-Larson, Amelia Stone-Johnstone, Jessica Smith, Brooke Mullins, Nicholas Fortune, K. Keene, Niral Shah","doi":"10.5951/jresematheduc-2020-0143","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0143","url":null,"abstract":"This article investigates the implementation of inquiry-oriented instruction in 20 undergraduate mathematics classrooms. In contrast to conventional wisdom that active learning is good for all students, we found gendered performance differences between women and men in the inquiry classes that were not present in a noninquiry comparison sample. Through a secondary analysis of classroom videos, we linked these performance inequities to differences in women’s participation rates across classes. Thus, we provide empirical evidence that simply implementing active learning is insufficient, and that the nature of inquiry-oriented classrooms is highly consequential for improving gender equity in mathematics.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44852632","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: 22
The Practice of Reviewing and Its Proactive Role in Building the Field of Mathematics Education Research 回顾的实践及其在数学教育研究领域建设中的积极作用
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-05-01 DOI: 10.5951/jresematheduc-2022-0013
P. Herbst, D. Chazan, Sandra Crespo, Percival G. Matthews, Erin K. Lichtenstein
{"title":"The Practice of Reviewing and Its Proactive Role in Building the Field of Mathematics Education Research","authors":"P. Herbst, D. Chazan, Sandra Crespo, Percival G. Matthews, Erin K. Lichtenstein","doi":"10.5951/jresematheduc-2022-0013","DOIUrl":"https://doi.org/10.5951/jresematheduc-2022-0013","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45245619","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
Toward a Theory of Affective Pedagogical Goals for Social Justice Mathematics 社会公正数学的情感教育目标理论
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-03-01 DOI: 10.5951/jresematheduc-2020-0270
Kari Kokka
{"title":"Toward a Theory of Affective Pedagogical Goals for Social Justice Mathematics","authors":"Kari Kokka","doi":"10.5951/jresematheduc-2020-0270","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0270","url":null,"abstract":"Caring for student affect when teaching social justice mathematics (SJM) is important because discussions of social inequities may elicit emotional responses from students. This article extends previous conceptualizations of SJM, which typically encompass dual goals of teaching dominant and critical mathematics, by theorizing a third set of goals—affective pedagogical goals. Dominant, critical, and affective pedagogical goals are described within a framework of Three Dimensions of SJM. Two illustrative cases, one in a Title I public middle school and the other in an elite independent school, are presented to explore how affective pedagogical goals may be mediated by context. Affordances and tensions of affective pedagogical goals are discussed.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44029921","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
Challenges to and Opportunities for Sustaining an Equity Focus in Mathematics Education Research 保持数学教育公平研究的挑战与机遇
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-03-01 DOI: 10.5951/jresematheduc-2021-0215
Sandra Crespo, P. Herbst, Erin K. Lichtenstein, Percival G. Matthews, D. Chazan
{"title":"Challenges to and Opportunities for Sustaining an Equity Focus in Mathematics Education Research","authors":"Sandra Crespo, P. Herbst, Erin K. Lichtenstein, Percival G. Matthews, D. Chazan","doi":"10.5951/jresematheduc-2021-0215","DOIUrl":"https://doi.org/10.5951/jresematheduc-2021-0215","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43000845","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
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