scholarly journals Survey team on: conceptualisation of the role of competencies, knowing and knowledge in mathematics education research

ZDM ◽  
2016 ◽  
Vol 48 (5) ◽  
pp. 611-632 ◽  
Author(s):  
Mogens Niss ◽  
Regina Bruder ◽  
Núria Planas ◽  
Ross Turner ◽  
Jhony Alexander Villa-Ochoa
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Survey Team

The Growth of a Tree—A Metaphor for Reflecting on the Role of JRME

2014 ◽  
Vol 45 (4) ◽  
pp. 402-405
Author(s):  
Nerida F. Ellerton
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Root System ◽  
Soil Nutrients ◽  
Tree Species ◽  
Natural World ◽  
Mathematics Education Research ◽  
Growth And Survival ◽  
Natural Landscapes

Research journals likeJRMEplay key roles through the publication of peerreviewed research, and it is through such publications that the field has the potential to grow. The metaphor of a growing tree is a useful one to explore in the context of mathematics education research. Growth in the natural world is generally multidimensional. A tree's growth is measured not only in terms of its height but also in terms of the girth of its trunk, the spread of its branches, and the development of a substantial root system, all of which are essential for the tree's continued growth and survival. Soil nutrients need to be replenished, and without sufficient moisture, growth is arrested, and the tree becomes stunted. Many of the most interesting natural landscapes include a range of tree species as well as supporting undergrowth.

Research Commentary: Bridging the Gaps in Perspectives on Equity in Mathematics Education

2008 ◽  
Vol 39 (4) ◽  
pp. 365-371
Author(s):  
Sarah Theule Lubienski ◽  
Rochelle Gutiérrez
Keyword(s):  
Education Research ◽  
Ethnic Identity ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Socioeconomic Disparities ◽  
Educational Disparities ◽  
Racial And Ethnic Identity

In this rejoinder, the authors further detail their positions on the role of gaps analyses in mathematics education research as outlined in the previous 2 articles. They clarify areas of agreement and probe areas of disagreement, focusing on the benefits and dangers they see in either emphasizing educational disparities between groups or shifting the focus to the advancement of particular groups. The authors discuss ways in which their backgrounds have shaped their differences in perspectives and priorities, including whether socioeconomic disparities or racial and ethnic identity are more focal in their work. Suggestions for lessening the dangers of gaps analyses are discussed.

Issues concerning Evidence

1992 ◽  
Vol 23 (4) ◽  
pp. 341-344
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Mathematical Education ◽  
National Council ◽  
Research Traditions ◽  
Quantitative Studies ◽  
Education Community ◽  
To Come

As noted in Bishop (1992), at the initial meeting of the International Congress on Mathematical Education (ICME) in 1969, only one presentation directly addressed the role of inquiry in mathematics education research. If ICME 1988 is an indicator, then such discussion will be a hallmark of the international interchange to be held in Quebec in August 1992. In 1994, the presses will release the 25th volume of the Journal for Research in Mathematics Education (JRME). At the Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics, Thomas Carpenter, outgoing editor of the JRME, remarked that whereas over 70% of volume 1 of the JRME reported purely quantitative studies, nearly 50% of the 1991 volume presented qualitative works (1992). Mathematics education research traditions still are evolving, in comparison to the more established research traditions in some disciplines, but the field is beginning to come of age. At this time it is reasonable for the mathematics education community to examine the varying approaches and traditions that characterize mathematics education research as well as the nature of evidence within these approaches and traditions.

Positioning Oneself in Mathematics Education Research

2013 ◽  
Vol 44 (1) ◽  
pp. 11-22 ◽  
Author(s):  
Beatriz D'Ambrosio ◽  
Marilyn Frankenstein ◽  
Rochelle Gutiérrez ◽  
Signe Kastberg ◽  
Danny Bernard Martin ◽  
...  
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Research Study ◽  
Design Analysis ◽  
Mathematics Education Research ◽  
Special Issue ◽  
The Relationship

This dialogue, also extracted from a conversation among members of the Equity Special Issue Editorial Panel, involves the role of a researcher's position in mathematics education. It raises issues about the non-neutrality of research; the relationship between a researcher's identity and the design, analysis, and conclusions of a research study; the benefits for researchers and participants in positioning oneself; and the role of mathematics education in this endeavor.

scholarly journals Future themes of mathematics education research: an international survey before and during the pandemic

2021 ◽  
Vol 107 (1) ◽  
pp. 1-24
Author(s):  
Arthur Bakker ◽  
Jinfa Cai ◽  
Linda Zenger
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teacher Professional Development ◽  
Mathematics Education Research ◽  
International Survey ◽  
Teaching Approaches ◽  
Education Teacher ◽  
Development Technology ◽  
Teacher Professional ◽  
Research In Mathematics Education

AbstractBefore the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44 countries led to eight themes plus considerations about mathematics education research itself. The themes can be summarized as teaching approaches, goals, relations to practices outside mathematics education, teacher professional development, technology, affect, equity, and assessment. During the pandemic (November 2020), we asked respondents: Has the pandemic changed your view on the themes of mathematics education research for the coming decade? If so, how? Many of the 108 respondents saw the importance of their original themes reinforced (45), specified their initial responses (43), and/or added themes (35) (these categories were not mutually exclusive). Overall, they seemed to agree that the pandemic functions as a magnifying glass on issues that were already known, and several respondents pointed to the need to think ahead on how to organize education when it does not need to be online anymore. We end with a list of research challenges that are informed by the themes and respondents’ reflections on mathematics education research.

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