scholarly journals Forty Years of Mathematics Education: 1980-2019

2021 ◽  
Vol 9 (3) ◽  
pp. 514-539
Author(s):  
Semirhan Gökçe ◽  
Pınar Guner
Keyword(s):  
Mathematics Education ◽  
Bibliometric Analysis ◽  
Mathematics Instruction ◽  
Web Of Science ◽  
Theoretical Framework ◽  
Related Factors ◽  
Policy Makers ◽  
Mathematics Assessments ◽  
The Third ◽  
Research In Mathematics Education

The purpose of this study is to establish the evolution and expose the trends of research in mathematics education between 1980 and 2019. The bibliometric analysis of the articles in Web of Science database indicated four-clustered structure. The first cluster covers the items related to the theoretical framework of mathematics education whereas the second cluster has the terms defining the methods for effective mathematics instruction. The third cluster includes the concepts interrelated to mathematics education while the fourth cluster encloses the studies about international mathematics assessments. The earlier studies look mathematics education mostly in students’ perspective and investigates generalization, restructuring, interiorization and representation. Between 1995 and 2010, curriculum and teacher-related factors were dominant in mathematics education studies. After 2010, the articles investigated specific topics and carried the traces from all stakeholders in mathematics education. The investigation on the trends of mathematics education would provide gain insight about the areas that need more research, contribute to the researchers, teachers, students and policy makers in this field and light the way ‎for further studies.

Reviews: Words to Solve by

1984 ◽  
Vol 15 (1) ◽  
pp. 73-75
Author(s):  
John G. Harvey
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
Personal Essay ◽  
The Third ◽  
Mathematical Association ◽  
Collegiate Mathematics ◽  
Teaching Of Mathematics ◽  
Teaching Problem ◽  
Research In Mathematics Education

Unlike most books reviewed in the journal for Research in Mathematics Education, Problem Solving in the Mathematics Curriculum (PSMC) does not report research. Instead, it seems designed to (a) recommend that problem solving be consistently included in collegiate mathematics instruction, (b) describe some considerations in and ways of teaching problem solving, (c) present an extensive bibliography chosen to help those initiating or teaching problem-solving courses or problem-solving sequences within courses, and (d) give the results of a survey conducted by the Committee on the Teaching of Mathematics of the Mathematical Association of America; the survey provided the impetus for PSMC. Accordingly, the book is divided into four parts. The short first part describes the evolution of PSMC and the recommendations of the Committee on the Teaching of Mathematics. The second part, a more-or-less personal essay by Alan Schoenfeld, gives suggestions for teaching problem solving. The third and most extensive part is an annotated bibliography of journals, books, and articles that might be used to develop in struction in problem solving or to find appropriate problems for such instruction. The last part presents both the survey instrument and the results of the survey.

Beliefs and Their Influence on Mathematical Performance

1989 ◽  
Vol 82 (7) ◽  
pp. 502-505 ◽  
Author(s):  
Joe Garofalo
Keyword(s):  
Mathematics Education ◽  
Mathematics Instruction ◽  
Mathematical Tasks ◽  
Mathematical Task ◽  
Mathematical Content ◽  
Mathematical Performance ◽  
Mathematics Problems ◽  
Course Of Action ◽  
Mathematical Behavior ◽  
Research In Mathematics Education

Recent research in mathematics education has shown that success or failure in solving mathematics problems often depends on much more than the knowledge of requisite mathematical content. Knowing appropriate facts, algorithms, and procedures is not sufficient to guarantee success. Other factors, such as the decisions one makes and the strategies one uses in connect ion with the control and regulation of one's actions (e.g., deciding to analyze the conditions of a problem, planning a course of action, assessing progress), the emotions one fee ls while working on a mathematical task (e.g., anxiety, frustration, enjoyment), and the beliefs one holds relevant to performance on mathematical tasks, influence the direction and outcome of one's performance (Garofalo and Lester 1985; Schoenfe ld 1985; McLeod 1988). These other factors, although not explicitly addressed in typical mathematics instruction, are nonetheless important aspects of mathematical behavior.

Book Review: Scaling Mathematics Education

2016 ◽  
Vol 47 (5) ◽  
pp. 552-556
Author(s):  
Bharath Sriraman
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
International Research ◽  
Mathematics Education Research ◽  
The Third ◽  
Research In Mathematics Education

The third edition of the Handbook of International Research in Mathematics Education (henceforth, HIRME) comes at an interesting time for the community of mathematics education researchers because it tackles two essential problems for the community, namely, (a) what constitutes “great challenges” for the field, in the opening chapter, and (b) how scalable mathematics education research is, in the concluding chapter.

scholarly journals Risk in agriculture: An overview of the theoretical insights and recent development trends during last decade – A review

2019 ◽  
Vol 65 (No. 9) ◽  
pp. 435-444 ◽  
Author(s):  
Lina Novickytė
Keyword(s):  
Network Analysis ◽  
Bibliometric Analysis ◽  
Web Of Science ◽  
Recent Decade ◽  
Future Research ◽  
Scientometric Analysis ◽  
Development Trends ◽  
Policy Makers ◽  
Research Areas ◽  
The Web

The main purpose of this paper is to provide a detailed overview of the theoretical insights and recent development trends on risk in agriculture. It focuses on the synthesis and analysis of the research studies published over the period from 2008 through 2018 and aims to identify major findings obtained over the recent decade and determine the areas for future research. This paper reviews a total of 397 unique publications retrieved from the international journals accessible in the Web of Science database. Based on different criteria deployed by the scientometric analysis, the selected articles have been reviewed and classified. The bibliometric analysis includes the citation volumes, authors, names of journals, research areas, affiliations, and contributing countries. The network analysis includes the examination of keywords. This article provides an opportunity for scholars, practitioners, and policy-makers to understand and manage risk in agriculture and at the same time presents a roadmap for future research in this field.

scholarly journals An Overview of Social Studies Articles in Turkey: Bibliometric Mapping Analysis

2021 ◽  
Vol 11 (2) ◽  
pp. 99-111
Author(s):  
Yavuz Sökmen
Keyword(s):  
Academic Success ◽  
Social Studies ◽  
General Education ◽  
Bibliometric Analysis ◽  
Web Of Science ◽  
Social Studies Education ◽  
Human Model ◽  
Policy Makers ◽  
Domestic Lives ◽  
The Web

Abstract Introduction: This research applies a bibliometric analysis to articles that have been published in Turkey in the field of social studies. “Social studies” is a discipline that aims to develop a human model with certain features applicable both for researchers’ own countries and globally. In this context, individuals’ social, work, and domestic lives are considered fundamental. Thus, discovering the characteristics of studies on social studies could be useful to interested scholars or policy-makers for determining trends in the field. Methods: In this context, 168 articles from the Web of Science database were analyzed in bibliometric terms. Here, the keywords “social studies teaching,” or “social studies,” or “social studies education” were used when searching the Web of Science database, and Turkey was selected as the study location. Results: Results of the bibliometric analysis showed that the most productive universities in Turkey are Anadolu, Marmara, and Gazi Universities, and the most frequently used keywords on the topic are “social studies,” “social studies education,” and “citizenship education.” Moreover, the most-used words in the manuscripts’ abstracts are “level,” “Turkey,” “participant,” and “impact.” The most-cited authors (judged using co-citation analyses) are Yıldırım, Öztürk, and Creswell, and the most-cited journals (judged using co-citation analyses) are The Social Studies, Journal of Educational Psychology, and Eğitim ve Bilim. Discussion: When the articles in the field of social studies were analyzed by years, it was seen that the first one is published in 2007 and citations have occurred since 2009. It can be understood from the research results that words such as academic success, motivation and social justice keywords also have been recently used. It is understood that most of the journals are not specific to social studies and are general educational journals. Limitations: The only articles examined within the scope of the study were those found in the Web of Science database. This can be considered a limitation of this research. Conclusion: Considering that the most-cited authors, according to the results of the study, are included in the bibliographies of the studies related to this field, examining their works may be a useful guide for interested scholars. The majority of the journals included in the study were general education journals. It was also noted that the majority of the most-cited journals were based in Turkey.

scholarly journals Taxonomy of Key Terms for Mathematics Education

2021 ◽  
Vol 9 (4) ◽  
pp. 585-613
Author(s):  
Paola Castro ◽  
Pedro Gómez
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Open Access ◽  
Educational Level ◽  
Web Of Science ◽  
Foundations Of Mathematics ◽  
Mathematical Content ◽  
Frequency Of Use ◽  
Key Terms ◽  
Research In Mathematics Education

We present the process of developing a taxonomy of key terms for Mathematics Education. We build on the existing taxonomy of key terms that has been used in an open access document repository. Additionally, we took into account terms that have been established in encyclopedias of the discipline and the frequency of use of keywords in specialized journals that were indexed in Scopus and Web of Science. We made a review of synonymy between these terms and the terms of the existing taxonomy. We included in our proposal the terms that are relevant given their frequency of use in the journals. We removed from the existing taxonomy the terms that are little used in practice. The new taxonomy is organized in six main categories: approach, educational level, foundations of Mathematics Education, research in Mathematics Education, pedagogical notions and mathematical content. This proposal was validated in three phases by researchers, innovators in Mathematics Education, and editors of specialized journals and experts who lead associations and events in the discipline.

scholarly journals Bibliometric Analysis of Research in Mathematics Education using Scopus Database

2021 ◽  
Vol 17 (12) ◽  
pp. em2040
Author(s):  
Rafael Julius ◽  
Muhammad Syawal Abd Halim ◽  
Normi Abdul Hadi ◽  
Azrul Nizam Alias ◽  
Muhammad Hafiz Mohd Khalid ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Bibliometric Analysis ◽  
Scopus Database ◽  
Research In Mathematics Education

Book Review: An Introduction to Research in Mathematics Education

2015 ◽  
Vol 46 (4) ◽  
pp. 497-504
Author(s):  
Keith R. Leatham ◽  
Kate R. Johnson ◽  
Steven R. Jones
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Education Research ◽  
Intended Audience ◽  
The Third ◽  
International Perspectives ◽  
The Given ◽  
Research In Mathematics Education

In MasterClass in Mathematics Education: International Perspectives on Teaching and Learning, editors Paul Andrews and Tim Rowland introduce research in mathematics education in the tradition of a Master Class. Each of the 17 chapters is organized around a set of core readings (four such readings for all but one chapter). Authors were asked “to include some commentary and/or exposition of the readings, and to set them in the broader context of ideas and methods to which they belong” (p. xiv). Each team of authors is actively engaged in research related to the topic of their chapter. This familiarity gives the reader a sense of having an “insider's view” into the topics as well as an appreciation of the perspective (among many possibilities) that the chapter imparts with regard to the given topic. Throughout this review, we refer to the intended audience for this book–a novice to mathematics education research–as “the reader,” and to one who might assign or recommend the book to such a reader as “the mentor.” The two main purposes of this review are (a) to aid the mentor in deciding how to use this book with the reader and (b) to aid the reader as they use the book and are introduced to research in mathematics education. Thus, we hope the mentor will consider assigning this review as introductory reading. We have organized the review into three main sections. The first contains brief summaries of each of the 17 chapters, the second a critique of how well the book fulfills its primary purposes (as outlined in its preface), and the third our overall recommendations for use of the book.

Where Are We? The Third Take: Review of Compendium for Research in Mathematics Education

2018 ◽  
Vol 49 (4) ◽  
pp. 501-512
Author(s):  
Jeremy Kilpatrick
Keyword(s):  
Mathematics Education ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
National Council ◽  
Future Directions ◽  
Quarter Century ◽  
The Third ◽  
Mathematics Teaching And Learning ◽  
Definition Of ◽  
Research In Mathematics Education

A quarter century ago, the National Council of Teachers of Mathematics (NCTM) published the first Handbook of Research on Mathematics Teaching and Learning (Grouws, 1992); 15 years later, they published a Second Handbook of Research on Mathematics Teaching and Learning (Lester, 2007). Now, in anticipation of its centenary in 2020, NCTM has published the Compendium for Research in Mathematics Education. The replacement of Handbook of by Compendium for in the title, though originating as an issue associated with copyright permission, also represents a kind of progress. The word handbook was originally used to mean something like “small, easily consulted pocket reference,” which certainly did not apply to the first two publications. In his preface, Cai quotes the dictionary definition of compendium as “‘a collection of concise but detailed information about a particular subject’ that has been ‘systematically gathered’” (p. vii), and he emphasizes that the three components of “concise,” “detailed,” and “systematically gathered” characterize the compendium at hand. Perhaps even more significant is the change from of to for. That change was made, according to Cai, to signal a shift from a static, backward-looking collection of observations about research in our field to a resource that could be used to move that research forward. To service that shift, the authors of all the compendium chapters were asked to speculate on future directions for research in light of the research they were reviewing.

Sign in / Sign up

Export Citation Format

Share Document