scholarly journals Inquiry-based approaches to mathematics learning, teaching, and mathematics education research

2021 ◽  
Author(s):  
Kim Beswick
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Mathematics Education Research ◽  
And Mathematics

Radical Constructivism and Mathematics Education

1994 ◽  
Vol 25 (6) ◽  
pp. 711-733 ◽  
Author(s):  
Leslie P. Steffe ◽  
Thomas Kieren
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Cognitive Development ◽  
Mathematics Education Research ◽  
School Mathematics ◽  
Reform Movement ◽  
Radical Constructivism ◽  
Mathematics Educators ◽  
And Mathematics ◽  
Research In Mathematics Education

Our intention in this article is to provide an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding on up to the present time. First, we indicate how the initial influence of constructivist thought stemmed mainly from Piaget's cognitive-development psychology rather than from his epistemology. In this, we point to what in retrospect appears to be inevitable distortions in the interpretations of Piaget 's psychology due primarily to its interpretation in the framework of Cartesian epistemology. Second, we identify a preconstructivist revolution in research in mathematics education beginning in 1970 and proceeding on up to 1980. There were two subperiods in this decade separated by Ernst von Glasersfeld's presentation of radical constructivism to the Jean Piaget Society in Philadelphia in 1975. Third, we mark the beginning of the constructivist revolution in mathematics education research by the publication of two important papers in the JRME (Richards & von Glasersfeld, 1980; von Glasersfeld, 1981). Fourth, we indicate how the constructivist revolution in mathematics education research served as a period of preparation for the reform movement that is currently underway in school mathematics.

Researching Race in Mathematics Education

2009 ◽  
Vol 111 (2) ◽  
pp. 295-338 ◽  
Author(s):  
Danny Bernard Martin
Keyword(s):  
Education Research ◽  
African American ◽  
Mathematics Education ◽  
Critical Theory ◽  
Research Policy ◽  
Mathematics Learning ◽  
Mathematics Education Research ◽  
Future Research ◽  
Policy And Practice ◽  
Differential Outcomes

Background Within mathematics education research, policy, and practice, race remains undertheorized in relation to mathematics learning and participation. Although race is characterized in the sociological and critical theory literatures as socially and politically constructed with structural expressions, most studies of differential outcomes in mathematics education begin and end their analyses of race with static racial categories and group labels used for the sole purpose of disaggregating data. This inadequate framing is, itself, reflective of a racialization process that continues to legitimize the social devaluing and stigmatization of many students of color. I draw from my own research with African American adults and adolescents, as well as recent research on the mathematical experiences of African American students conducted by other scholars. I also draw from the sociological and critical theory literatures to examine the ways that race and racism are conceptualized in the larger social context and in ways that are informative for mathematics education researchers, policy makers, and practitioners. Purpose To review and critically analyze how the construct of race has been conceptualized in mathematics education research, policy, and practice. Research Design Narrative synthesis. Conclusion Future research and policy efforts in mathematics education should examine racialized inequalities by considering the socially constructed nature of race.

Surveying Current Research on Young Children's Mathematical Learning

2016 ◽  
Vol 47 (3) ◽  
pp. 312-316
Author(s):  
Amanda L. Miller ◽  
Jeffrey E. Barrett
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Theoretical Orientation ◽  
Mathematics Learning ◽  
Mathematics Education Research ◽  
Development Programs ◽  
Reading Groups ◽  
Early Mathematics ◽  
Interactive Instruction ◽  
Early Mathematics Education

In Reconceptualizing Early Mathematics Learning, editors Lyn English and Joanne Mulligan present a widely varying collection of research and initiatives within the field of early mathematics education research, providing a thoughtful argument for further investment and work in this developing field of study. Among the diverse contributions to this volume, the editors have included (a) a narration of how the historical development of research in sociology, philosophy of education, mathematics, and the sciences contributes to the present perspectives and theoretical orientation of early childhood researchers, (b) a report of the use of iPad technology that provides interactive instruction for young children learning about number, and (c) a survey of several professional development programs that emphasize young learners' awareness of structure in mathematical settings. The collection of research reported here provides a lively engagement with some important topics in early mathematics education research. One challenge for an edited collection of reports from a given field is organizing it along themes in a sequence that helps the reader understand the trends and issues. Rather than reading the book from cover to cover, we suggest reading groups of chapters identified by theme.

Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding

2018 ◽  
Vol 42 (1) ◽  
pp. 122-145 ◽  
Author(s):  
Erika C. Bullock
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Intersectional Analysis ◽  
The Social ◽  
Critical Mathematics ◽  
And Mathematics ◽  
Modes Of Thought ◽  
Critical Mathematics Education

In this chapter, I use figure hiding as a metaphor representing the processes of exclusion and suppression that critical mathematics education (CME) seeks to address. Figure hiding renders identities and modes of thought in mathematics education and mathematics education research invisible. CME has a commitment to addressing figure hiding by making visible what has been obscured and bringing to the center what has been marginalized. While the tentacles of CME research address different analytical domains, much of this work can be connected to the social isms that plague our world (e.g., sexism, racism, heterosexism, colonialism, capitalism, ableism, militarism, nationalism, religious sectarianism). However, the trend in CME research is to address these isms in silos, which does not reflect the compounded forms of oppression that many experience. I review CME studies that employ intersectionality as a way of analyzing the complexities of oppression. Intersectionality’s limited use in CME research has been for identity-based analyses. I offer intersectional analysis as a strategy to extend intersectionality’s power beyond identity toward more systemic analyses.

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