{"title":"Teachers’ Mathematics Learning Opportunities During One-on-One Coaching Conversations","authors":"E. Saclarides, S. Lubienski","doi":"10.5951/JRESEMATHEDUC-2020-0092","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0092","url":null,"abstract":"Coaching is a popular, yet costly, professional development structure. Therefore, understanding the learning opportunities coaching provides is essential. Following a framework by Campbell and Griffin (2017), we explore five elementary school teachers’ learning opportunities during 15 meetings and 23 lessons with two instructional coaches in two schools. Using Greeno’s (2005) situative perspective, we focus on coach–teacher dyads, examining the substance and depth (Coburn, 2003) of their conversations. Results indicate that most coach–teacher talk centered on logistics, whereas mathematics conversations were rare. We consider institutional contexts that shaped the dyads’ discussions, ultimately viewing the coaches and teachers as “sensible beings\" (Leatham, 2006) with valid reasons for focusing discussions as they did. Coaching implications and directions for research are discussed.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"52 1","pages":"257-300"},"PeriodicalIF":2.8,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42375624","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}
Macarena Santana, M. Nussbaum, Susana Claro, Sebastián Piza, Patricia Imbarack, S. Loeb
{"title":"Let’s Spend Time Together: Text Messaging Parents to Help Math-Anxious Students","authors":"Macarena Santana, M. Nussbaum, Susana Claro, Sebastián Piza, Patricia Imbarack, S. Loeb","doi":"10.5951/JRESEMATHEDUC-2020-0272","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0272","url":null,"abstract":"Even when parents have the time required to support their children’s education, they can increase their children’s anxiety about school when they try to help, especially if they are not confident in their own abilities. This study measures the effects of having parents complete nonacademic schoolwork with their teenage children. Half of the 422 participating parents were randomly assigned to receive weekly assignments for nonacademic activities to complete with their children, whereas the other half received information about upcoming mathematics tests. Mathematics-anxious students benefited from working on the nonacademic assignments, performing significantly better on their mathematics tests and decreasing their mathematics anxiety after treatment. These findings highlight the importance of involving parents in ways that feel nonthreatening to their children.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"52 1","pages":"189-212"},"PeriodicalIF":2.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48822638","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}
P. Herbst, Sandra Crespo, Percival G. Matthews, Erin K. Lichtenstein
{"title":"Dissertating Through Disruptions: COVID-19 and the Need for a Research Infrastructure","authors":"P. Herbst, Sandra Crespo, Percival G. Matthews, Erin K. Lichtenstein","doi":"10.5951/JRESEMATHEDUC-2020-0300","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0300","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"52 1","pages":"110-116"},"PeriodicalIF":2.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47856113","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}
{"title":"How Ms. Mayen and Her Students Co-Constructed Good-at-Math","authors":"Jennifer L. Ruef","doi":"10.5951/JRESEMATHEDUC-2020-0264","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0264","url":null,"abstract":"What does it mean to be “good-at-math,” and how is it determined? Cobb et al. (2009) defined the normative identity of mathematics classrooms as the obligations that students must meet to be considered good-at-math. Obligations are negotiated between teachers and students through series of bids. Normative identities reveal distributions of agency and authority within classrooms, which affect learning opportunities for students. Traditionally, mathematics teachers held the predominance of agency and authority in classrooms. Research supports shifting toward more equitable teaching and learning (e.g., National Council of Teachers of Mathematics, 2018). Clear examples of enacting and supporting changes are helpful. This article shares how sixth-grade students and their teacher co-constructed good-at-math to invite and obligate students to become active agents in mathematical argumentation.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"52 1","pages":"152-188"},"PeriodicalIF":2.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47378580","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}
{"title":"Black Women’s Counter-Stories of Resilience and Within-Group Tensions in the White, Patriarchal Space of Mathematics Education","authors":"Luis A. Leyva","doi":"10.5951/JRESEMATHEDUC-2020-0027","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0027","url":null,"abstract":"This article proposes and employs a framework that characterizes mathematics education as a white, patriarchal space to analyze undergraduate Black women’s narratives of experience in navigating P–16 mathematics education. The framework guided a counter-storytelling analysis that captured variation in Black women’s experiences of within-group tensions—a function of internalized racial-gendered ideologies and normalized structural inequities in mathematics education. Findings revealed variation in Black women’s resilience through coping strategies for managing such within-group tensions. This analysis advances equity-oriented efforts beyond increasing Black women’s representation and retention by challenging the racialized-gendered culture of mathematics. Implications for educational practice and research include ways to disrupt P–16 mathematics education as a white, patriarchal space and broaden within-group solidarity, including Sisterhood among Black women.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"52 1","pages":"117-151"},"PeriodicalIF":2.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43639441","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}
{"title":"Teacher Support for Argumentation: An Examination of Beliefs and Practice","authors":"AnnaMarie Conner, Laura Singletary","doi":"10.5951/JRESEMATHEDUC-2020-0250","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0250","url":null,"abstract":"Supporting students in making mathematical arguments is an important part of discourse practices in mathematics classrooms. Differences in teachers’ support for collective argumentation have been observed and documented, and the importance of the teacher’s role in supporting collective argumentation is well established. This article seeks to explain differences in teachers’ support for argumentation by examining two student teachers’ beliefs about mathematics, teaching, and proof to see which beliefs are visible in their support for argumentation. Assisted by a framework for argumentation and a commitment to teachers’ beliefs and actions as sensible systems, we found that teachers’ beliefs about the role of the teacher, particularly with respect to giving explanations, were more visible in their support for collective argumentation than other beliefs about mathematics or proof.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"52 1","pages":"213-247"},"PeriodicalIF":2.8,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43192133","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}
{"title":"La formación de profesores en matemática: análisis sobre las praxeologías estadísticas que se proponen estudiar","authors":"Claudia Noemí Ferrari, A. Corica","doi":"10.17583/REDIMAT.2021.4281","DOIUrl":"https://doi.org/10.17583/REDIMAT.2021.4281","url":null,"abstract":"Este trabajo se ubica en la problematica de la formacion estadistica de profesores en matematica de nivel secundario. Con fundamento en la Teoria Antropologica de lo Didactico, se analizan las praxeologias estadisticas que se proponen a estudiantes de profesorado que se forman en instituciones terciarias en Argentina. En particular, se analizo el diseno curricular y el media empleado por profesores destinado a estudiantes de profesorado en matematica. Para interpretar el ambito de la actividad matematica que esta involucrada, el estudio requirio tambien de la construccion de un modelo praxeologico de referencia. Los principales resultados indican un reduccionismo en las praxeologias en torno a la estadistica que se proponen estudiar en la formacion de profesores en matematica. Estas praxeologias se centran en aspectos estadisticos descriptivos y resultan ser aisladas y rigidas. En particular, las tareas se caracterizan por ser cerradas, de las que se propone una unica tecnica para su hacer. Asi tambien, se destaca la ausencia de tareas relativas a los generos de tareas recolectar e interpretar, los que se asumen fundamentales en el estudio estadistico.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"10 1","pages":"62-87"},"PeriodicalIF":2.8,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47081445","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}
{"title":"The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship: A Case Study of an Open Lesson","authors":"Yukiko Asami-Johansson","doi":"10.17583/REDIMAT.2021.4598","DOIUrl":"https://doi.org/10.17583/REDIMAT.2021.4598","url":null,"abstract":"This paper investigates how Japanese mathematics teachers produce and share didactic knowledge together. It is a case study of a post-lesson reflection meeting so-called open lesson . The crucial idea of this study is the dialectic between the specific and generic level of foci of the participants’ reflections about the observed teaching practice; namely, about applied teacher’s specific didactic technique for achieving a specific mathematical goal, and more general pedagogical issues such as realisation of the objectives of mathematics education. This dialectic is mediated by the meso -level notion of mathematical activity , described in the guidelines for Japanese national curriculum. The application of the scale of levels of didactic co-determination , provided by the anthropological theory of the didactic into the analysis shows in what way the dialectic interplay between the teachers’ comments with focus of the specific and generic levels influences the development and establishment of the Japanese teachers’ shared professional scholarship.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"10 1","pages":"88-112"},"PeriodicalIF":2.8,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43150816","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}
{"title":"Academic Motherhood in Mathematics Education during COVID-19: Breaking the Silence and Shifting the Discourse","authors":"Eugenia Vomvoridi-Ivanović, Jennifer Ward","doi":"10.17583/REDIMAT.2021.6436","DOIUrl":"https://doi.org/10.17583/REDIMAT.2021.6436","url":null,"abstract":"Despite decades of social change and institutional reform, the academic gender gap continues to exist in many countries around the world and disproportionately affects women with children. Early indicators suggest that COVID-19 will widen this gap and exacerbate issues academic mothers face. In this essay we seek to raise awareness to the challenges and tensions academic mothers in mathematics education face both outside of and during a pandemic. We use existing literature on academic motherhood to make sense of our lived experiences, working to reframe pieces that are so often viewed as deficits to assets for our work in mathematics education. We hope that this will bring visibility to the invisible ways our identities as mothers inform our work as mathematics teacher educators and researchers. We conclude this essay with a call for the university-based mathematics education community to break the silence around the inequities associated with academic motherhood in our field and to shift the discourse from deficits of academic mothers to asset orientated views.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"10 1","pages":"41-61"},"PeriodicalIF":2.8,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48386787","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}
{"title":"Onto-semiotic complexity of the Definite Integral","authors":"M. Burgos, Seydel Bueno, Olga Pérez, J. Godino","doi":"10.17583/REDIMAT.2021.6778","DOIUrl":"https://doi.org/10.17583/REDIMAT.2021.6778","url":null,"abstract":"Teaching and learning Calculus concepts and procedures, particularly the definite integral concept, is a challenge to teachers and students in their academic careers. In order to develop an informed plan for improving instructional processes, it is necessary to pay attention to the nature and complexity of the mathematical features of the definite integral, that students are expected to understand and apply. In this research, we supplement the analysis made by different authors, applying the theoretical and methodological tools of the Onto-Semiotic Approach to mathematical knowledge and instruction. The goal is to understand the diverse meanings of the concept of the definite integral and potentials semiotic conflicts based on the given data. We focus attention on a first intuitive meaning, which involves mainly arithmetic knowledge, and the definite integral formal meaning as Riemann’s sums limit predominantly in the curricular guidelines. The recognition of the onto-semiotic complexity of mathematics objects is considered as a key factor in explaining the learning difficulties of concepts, procedures and its application for problem-solving, as well as to make grounded decisions on teaching. The methodology analysis of a mathematical text, which we exemplify in this work applying the tools of Onto-Semiotic Approach, provides a microscopic level of analysis that allows us to identify some semiotic-cognitive facts of didactic interest. This also allows for the identification of some epistemic strata , that is, institutional knowledge that should have been previously studied, which usually goes unnoticed in the teaching process.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":"10 1","pages":"4-40"},"PeriodicalIF":2.8,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45693598","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}