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Journal for Research in Mathematics Education最新文献

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Multidimensional Noticing for Equity: Theorizing Mathematics Teachers’ Systems of Noticing to Disrupt Inequities 多维的公平注意:数学教师破坏不公平注意制度的理论化
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-03-01 DOI: 10.5951/jresematheduc-2019-0018
Elizabeth A. van Es, Victoria Hand, Priyanka Agarwal, Carlos Sandoval
{"title":"Multidimensional Noticing for Equity: Theorizing Mathematics Teachers’ Systems of Noticing to Disrupt Inequities","authors":"Elizabeth A. van Es, Victoria Hand, Priyanka Agarwal, Carlos Sandoval","doi":"10.5951/jresematheduc-2019-0018","DOIUrl":"https://doi.org/10.5951/jresematheduc-2019-0018","url":null,"abstract":"Teachers’ noticing of classroom activity shapes who is invited to participate, who is valued, and whose forms of knowing are included in mathematics classrooms. We introduce a framework for multidimensional noticing for equity that captures the stretch and expanse of teachers’ attention and sense making of the local, sociocultural, and historical aspects of mathematics classrooms. We use data from two teachers’ classrooms to illuminate how their noticing of students’ sociocultural selves, of the history of mathematics and schooling, and of students’ potential futures informs enactment of culturally sustaining instructional practice. We discuss this framework in relation to calls in mathematics education to create more equitable and affirming classroom spaces for youth.","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":"41759706","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: 25
Racialized and Gendered Labor in Students’ Responses to Precalculus and Calculus Instruction 学生对微积分前和微积分教学反应中的种族化和性别化劳动
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-03-01 DOI: 10.5951/jresematheduc-2020-0170
Dan Battey, Kristen Amman, Luis A. Leyva, Nora E. Hyland, Emily Wolf McMichael
{"title":"Racialized and Gendered Labor in Students’ Responses to Precalculus and Calculus Instruction","authors":"Dan Battey, Kristen Amman, Luis A. Leyva, Nora E. Hyland, Emily Wolf McMichael","doi":"10.5951/jresematheduc-2020-0170","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0170","url":null,"abstract":"Precalculus and calculus are considered gatekeeper courses because of their academic challenge and status as requirements for STEM (science, technology, engineering, and mathematics) and non-STEM majors alike. Despite college mathematics often being seen as a neutral space, the field has identified ways that expectations, interactions, and instruction are racialized and gendered. This article uses the concept of labor to examine responses from 20 students from historically marginalized groups to events identified as discouraging in precalculus and calculus instruction. Findings illustrate how Black students, Latina/o students, and white women engage in emotional and cognitive labor in response to discouraging events. Additionally, to manage this labor, students named coping strategies that involved moderating their participation to avoid or minimize the racialized and gendered impact of undergraduate mathematics instruction.","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":"47407954","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: 16
Critical and Vocational Mathematics: Authentic Problems for Students From Historically Marginalized Groups 批判与职业数学：历史边缘化群体学生的真实问题
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-03-01 DOI: 10.5951/jresematheduc-2019-0025
Andrew M. Brantlinger
{"title":"Critical and Vocational Mathematics: Authentic Problems for Students From Historically Marginalized Groups","authors":"Andrew M. Brantlinger","doi":"10.5951/jresematheduc-2019-0025","DOIUrl":"https://doi.org/10.5951/jresematheduc-2019-0025","url":null,"abstract":"This article presents a philosophical and pragmatic critique of critical mathematics (CM) and current vocational mathematics (VM) in the United States. I argue that, despite differences, CM and VM advocates share the view that the inauthentic contextualization of secondary mathematics does particular harm to students from historically marginalized groups and that the subject therefore should be recontextualized to address their lived experiences and apparent futures. Drawing on sociological theory, I argue that, in being responsive to so-called authentic real-world concerns, CM and VM fail to be responsive to the self-referential principles and specialized discourses necessary for future study of mathematics and, as such, may further disempower the very students that CM and VM advocates seek to empower.","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":"44761449","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
The Relationship Between Proof and Certainty in Mathematical Practice 数学实践中证明与确定性的关系
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2022-01-01 DOI: 10.5951/jresematheduc-2020-0034
{"title":"The Relationship Between Proof and Certainty in Mathematical Practice","authors":"","doi":"10.5951/jresematheduc-2020-0034","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0034","url":null,"abstract":"Many mathematics educators believe a goal of instruction is for students to obtain conviction and certainty in mathematical statements using the same types of evidence that mathematicians do. However, few empirical studies have examined how mathematicians use proofs to obtain conviction and certainty. We report on a study in which 16 advanced mathematics doctoral students were given a task-based interview in which they were presented with various sources of evidence in support of a specific mathematical claim and were asked how convinced they were that the claim was true after reviewing this evidence. In particular, we explore why our participants retained doubts about our claim after reading its proof and how they used empirical evidence to reduce those doubts.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49593284","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
Acknowledgment 鸣谢
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-11-01 DOI: 10.5951/jresematheduc-2021-0153
{"title":"Acknowledgment","authors":"","doi":"10.5951/jresematheduc-2021-0153","DOIUrl":"https://doi.org/10.5951/jresematheduc-2021-0153","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44253629","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
Undergraduate Students’ Combinatorial Proof of Binomial Identities 大学生二项式恒等式的组合证明
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-11-01 DOI: 10.5951/jresematheduc-2021-0112
E. Lockwood, Zackery Reed, Sarah A. Erickson
{"title":"Undergraduate Students’ Combinatorial Proof of Binomial Identities","authors":"E. Lockwood, Zackery Reed, Sarah A. Erickson","doi":"10.5951/jresematheduc-2021-0112","DOIUrl":"https://doi.org/10.5951/jresematheduc-2021-0112","url":null,"abstract":"Combinatorial proof serves both as an important topic in combinatorics and as a type of proof with certain properties and constraints. We report on a teaching experiment in which undergraduate students (who were novice provers) engaged in combinatorial reasoning as they proved binomial identities. We highlight ways of understanding that were important for their success with establishing combinatorial arguments; in particular, the students demonstrated referential symbolic reasoning within an enumerative representation system, and as the students engaged in successful combinatorial proof, they had to coordinate reasoning within algebraic and enumerative representation systems. We illuminate features of the students’ work that potentially contributed to their successes and highlight potential issues that students may face when working with binomial identities.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42707542","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
The Cultural Production of Racial Narratives About Asian Americans in Mathematics 亚裔美国人在数学中的种族叙事的文化生产
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-11-01 DOI: 10.5951/jresematheduc-2020-0122
Shelley Wu, Dan Battey
{"title":"The Cultural Production of Racial Narratives About Asian Americans in Mathematics","authors":"Shelley Wu, Dan Battey","doi":"10.5951/jresematheduc-2020-0122","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0122","url":null,"abstract":"Although considerable literature illustrates how students’ experiences and identities are racialized in mathematics education, little attention has been given to Asian American students. Employing ethnographic methods, this study followed 10 immigrant Chinese-heritage families to explore how the racial narrative of the model minority myth was locally produced in mathematics education. We draw on constructs of racial narratives and cultural production to identify the local production of the narrative Asians are smart and good at math during K–12 schooling. Specifically, the Asian American students (re)produced racial narratives related to three cultural resources: (a) Their immigrant parents’ narratives about the U.S. elementary school mathematics curriculum; (b) the school mathematics student tracking system; and (c) students’ locally generated racial narratives about what being Asian means.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42974514","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
Reimagining a Research–Teaching Nexus: Modern Infrastructure for a Future Vision 重新构想研究-教学关系:面向未来的现代基础设施
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-11-01 DOI: 10.5951/jresematheduc-2021-0156
Percival G. Matthews, P. Herbst, Sandra Crespo, Erin K. Lichtenstein
{"title":"Reimagining a Research–Teaching Nexus: Modern Infrastructure for a Future Vision","authors":"Percival G. Matthews, P. Herbst, Sandra Crespo, Erin K. Lichtenstein","doi":"10.5951/jresematheduc-2021-0156","DOIUrl":"https://doi.org/10.5951/jresematheduc-2021-0156","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"38 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41260497","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
Using Moment-by-Moment Reading Protocols to Understand Students’ Processes of Reading Mathematical Proof 运用阅读协议理解学生阅读数学证明的过程
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-11-01 DOI: 10.5951/jresematheduc-2020-0151
P. Dawkins, Dov Zazkis
{"title":"Using Moment-by-Moment Reading Protocols to Understand Students’ Processes of Reading Mathematical Proof","authors":"P. Dawkins, Dov Zazkis","doi":"10.5951/jresematheduc-2020-0151","DOIUrl":"https://doi.org/10.5951/jresematheduc-2020-0151","url":null,"abstract":"This article documents differences between novice and experienced undergraduate students’ processes of reading mathematical proofs as revealed by moment-by-moment, think-aloud protocols. We found three key reading behaviors that describe how novices’ reading differed from that of their experienced peers: alternative task models, accrual of premises, and warranting. Alternative task models refer to the types of goals that students set up for their reading of the text, which may differ from identifying and justifying inferences. Accrual of premises refers to the way novice readers did not distinguish propositions in the theorem statement as assumptions or conclusions and thus did not use them differently for interpreting the proof. Finally, we observed variation in the type and quality of warrants, which we categorized as illustrate with examples, construct a miniproof, or state the warrant in general form.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49654867","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
Análisis de las Pautas que Rigen la Práctica del Profesor en la Enseñanza de Derivadas en Ciencias Básicas en Carreras de Ingeniería 对工程专业基础科学导论教学中教师实践指导方针的分析
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-10-24 DOI: 10.17583/redimat.7957
Walmer Garcés Córdova
{"title":"Análisis de las Pautas que Rigen la Práctica del Profesor en la Enseñanza de Derivadas en Ciencias Básicas en Carreras de Ingeniería","authors":"Walmer Garcés Córdova","doi":"10.17583/redimat.7957","DOIUrl":"https://doi.org/10.17583/redimat.7957","url":null,"abstract":"El objetivo es inferir los criterios que orientan la práctica del profesor para explicar matemáticas en carreras de ingeniería, en concreto, para explicar derivadas. Se trata de una investigación cualitativa que busca comprender la enseñanza de las matemáticas a través del análisis de las prácticas de un grupo de profesores, y de la reflexión sobre su práctica; uno fue seleccionado como estudio de caso. Basados en los criterios de idoneidad didáctica, se diseñó un cuestionario para entrevistar a estos profesores y se infirieron los criterios que siguen en el diseño e implementación de sus clases, las mismas que fueron videograbadas; después se realizó la triangulación entre lo que dice y lo que hace. Este profesor se guía por el criterio ecológico (sílabo) e interaccional (trabajo en equipo), aunque según él son, sobre todo, el cognitivo, el mediacional y el ecológico (profesión futura) los que orientan su práctica. Los criterios que guían su práctica explican por qué se están implementando las clases de ciencias básicas en ingeniería de manera expositiva y procedimental, y por qué no se incorporan innovaciones.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67643149","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
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