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Black Women’s Counter-Stories of Resilience and Within-Group Tensions in the White, Patriarchal Space of Mathematics Education 黑人女性在白人男权数学教育空间中的韧性与群体内部紧张的反故事
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-03-01 DOI: 10.5951/JRESEMATHEDUC-2020-0027
Luis A. Leyva
{"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":null,"pages":null},"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}
引用次数: 27
Teacher Support for Argumentation: An Examination of Beliefs and Practice 教师对论证的支持:信念与实践的检验
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-03-01 DOI: 10.5951/JRESEMATHEDUC-2020-0250
AnnaMarie Conner, Laura Singletary
{"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":null,"pages":null},"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}
引用次数: 5
The Didactic Notion of “Mathematical Activity” in Japanese Teachers’ Professional Scholarship: A Case Study of an Open Lesson 日本教师专业学术中“数学活动”的教学理念:以公开课为例
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-02-24 DOI: 10.17583/REDIMAT.2021.4598
Yukiko Asami-Johansson
{"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":null,"pages":null},"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}
引用次数: 2
La formación de profesores en matemática: análisis sobre las praxeologías estadísticas que se proponen estudiar 数学教师培训：对拟研究的统计行为学的分析
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-02-24 DOI: 10.17583/REDIMAT.2021.4281
Claudia Noemí Ferrari, A. Corica
{"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":null,"pages":null},"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}
引用次数: 0
Academic Motherhood in Mathematics Education during COVID-19: Breaking the Silence and Shifting the Discourse 2019冠状病毒病期间数学教育中的学术母性:打破沉默，转移话语
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-02-24 DOI: 10.17583/REDIMAT.2021.6436
Eugenia Vomvoridi-Ivanović, Jennifer Ward
{"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":null,"pages":null},"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}
引用次数: 5
Onto-semiotic complexity of the Definite Integral 论定积分的符号复杂性
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-02-24 DOI: 10.17583/REDIMAT.2021.6778
M. Burgos, Seydel Bueno, Olga Pérez, J. Godino
{"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":null,"pages":null},"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}
引用次数: 4
Ephemeris: Between the Momentous and the Recurring 星历表:在重大和重复之间
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-01-01 DOI: 10.5951/JRESEMATHEDUC-2020-0236
P. Herbst
{"title":"Ephemeris: Between the Momentous and the Recurring","authors":"P. Herbst","doi":"10.5951/JRESEMATHEDUC-2020-0236","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0236","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71337617","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
“Bold Problem Solving”: A New Construct for Understanding Gender Differences in Mathematics “大胆解题”:理解数学性别差异的新建构
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-01-01 DOI: 10.5951/JRESEMATHEDUC-2020-0136
S. Lubienski, C. Ganley, Martha B. Makowski, Emily K. Miller, J. Timmer
{"title":"“Bold Problem Solving”: A New Construct for Understanding Gender Differences in Mathematics","authors":"S. Lubienski, C. Ganley, Martha B. Makowski, Emily K. Miller, J. Timmer","doi":"10.5951/JRESEMATHEDUC-2020-0136","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0136","url":null,"abstract":"Despite progress toward gender equity, troubling disparities in mathematical problem-solving performance and related outcomes persist. To investigate why, we build on recurrent findings in previous studies to introduce a new construct, “bold problem solving,” which involves approaching mathematics problems in inventive ways. We introduce a self-report survey of bold problem-solving orientation and find that it mediates gender differences in problem-solving performance for both high-achieving middle school students (n = 79) and a more diverse sample of high school students (n = 222). Confidence mediates the relation between gender and bold problem-solving orientation, with mixed results for mental rotation skills and teacher-pleasing tendencies as mediators. Overall, the new bold problem-solving construct appears promising for advancing our understanding of gender differences in mathematics.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71337544","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: 13
How We Are Preparing Secondary Mathematics Teachers to Teach With Technology: Findings From a Nationwide Survey 我们如何准备中学数学教师用技术教学:来自全国调查的结果
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-01-01 DOI: 10.5951/JRESEMATHEDUC-2020-0205
Allison W. McCulloch, Keith R. Leatham, Jennifer N. Lovett, Nina G. Bailey, Samuel D. Reed
{"title":"How We Are Preparing Secondary Mathematics Teachers to Teach With Technology: Findings From a Nationwide Survey","authors":"Allison W. McCulloch, Keith R. Leatham, Jennifer N. Lovett, Nina G. Bailey, Samuel D. Reed","doi":"10.5951/JRESEMATHEDUC-2020-0205","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0205","url":null,"abstract":"","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71337595","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
Understanding the Impact of Racial Attitudes on Preservice Teachers’ Perceptions of Children’s Mathematical Thinking 了解种族态度对职前教师对儿童数学思维认知的影响
IF 2.8 2区 教育学
Journal for Research in Mathematics Education Pub Date : 2021-01-01 DOI: 10.5951/JRESEMATHEDUC-2020-0207
Dan Battey, T. Bartell, Corey Webel, Amanda E. Lowry
{"title":"Understanding the Impact of Racial Attitudes on Preservice Teachers’ Perceptions of Children’s Mathematical Thinking","authors":"Dan Battey, T. Bartell, Corey Webel, Amanda E. Lowry","doi":"10.5951/JRESEMATHEDUC-2020-0207","DOIUrl":"https://doi.org/10.5951/JRESEMATHEDUC-2020-0207","url":null,"abstract":"Despite college mathematics often being seen as culturally-neutral, there is a growing body of literature documenting the ways in which college mathematics classrooms are gendered and racialized spaces (Leyva, 2016; Borum & Walker, 2012; McGee & Martin, 2011). This often results in additional labor for historically marginalized college students, as they try to both navigate these racialized-gendered spaces and succeed mathematically (Battey & Leyva, 2016). This study sought to understand ways such labor manifests itself within student responses to discouraging classroom events in undergraduate mathematics classrooms. We examined 19 students’ responses to events in introductory college mathematics courses that historically marginalized students had noted as discouraging. Findings suggest that students responded to such events by moderating their participation, dealing with additional cognitive and emotional labor, and managing other’s perceptions by proving people wrong. Dan Battey is an Associate Professor in Elementary Mathematics Education in the Graduate School of Education at Rutgers, the State University of New Jersey. Dr. Battey's scholarship centers on understanding teacher change in response to mathematics PD in urban schools. Drawing on research of students’ mathematical thinking, he studies teacher knowledge, identity, and practice within the context of urban schools. Because of his focus on spaces where educational systems often underserve students, Dr. Battey’s work also focuses on understanding the sociological contexts in which teachers work, including policy and social ideologies and how these mediate what and how teachers interact with students from historically marginalized backgrounds.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71337610","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: 9
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