Modeling Perspectives in Math Education Research

Author(s):  
Christine Larson ◽  
Guershon Harel ◽  
Michael Oehrtman ◽  
Michelle Zandieh ◽  
Chris Rasmussen ◽  
...  
2017 ◽  
Vol 15 (3) ◽  
pp. 327-340 ◽  
Author(s):  
Fatimah Ahmad ◽  
Heather Greenhalgh-Spencer

This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in math. These Westernized discourses stand in contrast to the discourses in Kuwait that normalize women and girls as outperforming boys in all subjects – including all science, technology, engineering and mathematics subjects. As our study shows, the reality is more complex. And, while the reality is more complex, we yet lack the discourses to understand this complexity.


Author(s):  
Christine Larson ◽  
Guershon Harel ◽  
Michael Oehrtman ◽  
Michelle Zandieh ◽  
Chris Rasmussen ◽  
...  

2016 ◽  
Vol 63 (03) ◽  
pp. 276-281 ◽  
Author(s):  
Tim Fukawa-Connelly ◽  
Estrella Johnson ◽  
Rachael Keller

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.


2003 ◽  
Vol 48 (2) ◽  
pp. 248-250
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri

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