scholarly journals Inferentialism in mathematics education: introduction to a special issue

2017 ◽  
Vol 29 (4) ◽  
pp. 395-401 ◽  
Author(s):  
Arthur Bakker ◽  
Stephan Hußmann
Keyword(s):  
Mathematics Education ◽  
Special Issue

What Mathematics Education Might Learn from the Work of Well-Respected African American Mathematics Teachers in Urban Schools

2013 ◽  
Vol 115 (2) ◽  
pp. 1-40 ◽  
Author(s):  
Daniel Chazan ◽  
Andrew Brantlinger ◽  
Lawrence M. Clark ◽  
Ann R. Edwards
Keyword(s):  
African American ◽  
Mathematics Education ◽  
Urban Schools ◽  
Mathematics Teachers ◽  
Large Scale ◽  
The United States ◽  
The Other ◽  
African American Student ◽  
Special Issue ◽  
African American Teachers

Background/Context This opening article, like the other articles in this special issue, is situated in scholarship that attempts to understand the racialized nature of mathematics education in the United States and to examine the racial identities of students and teachers in the context of school mathematics. It is designed to respond to the current (mathematics) education policy context that largely ignores teachers’ experiential and cultural knowledge while stressing the importance of teachers’ content knowledge and academic achievement. Purpose/Objective/Research Question/Focus of Study This article presents theoretical perspectives and research questions concerning the knowledge and other resources that African American teachers bring to teaching mathematics, perspectives and questions that are taken up in the five subsequent articles in this special issue. Setting The cases developed in this special issue were developed from observations of the introductory algebra classes of, and interviews with, two well-respected African American teachers in one neighborhood high school in a large urban school district that serves a predominantly African American student population. Research Design This opening article frames two case study papers and two analysis papers that report on findings from a large-scale qualitative study of the racialized identity and instructional approaches of two of the six African American mathematics teachers studied in the Mid-Atlantic Center for Mathematics Teaching and Learning Algebra 1 Case Studies Project. Conclusions/Recommendations Together with the other articles in this special issue, this work contributes to the development of more sophisticated attempts to integrate understandings of race into the work of the mathematics education community. It challenges taken-for-granted notions of the knowledge base and resources needed to be an effective mathematics teacher of African American students in underresourced large urban schools.

scholarly journals Special Issue: Exploring Educator Values Alignment Strategies in an Intervention Context: The Emergence of the Beacon Strategy

2020 ◽  
pp. 209653112092312
Author(s):  
Penelope Kalogeropoulos ◽  
James Anthony Russo ◽  
Philip Clarkson
Keyword(s):  
Mathematics Education ◽  
Intervention Program ◽  
Teacher Leaders ◽  
Structured Interview ◽  
Interview Data ◽  
Design Approach ◽  
Special Issue ◽  
Education Literature ◽  
A Value ◽  
Intervention Context

Purpose: The purpose of this paper is to explore whether the four value alignment strategies available to educators (Scaffolding, Balancing, Intervention and Refuge) previously identified in the mathematics education literature comprehensively capture educator value alignment strategies in an intervention context. Design/Approach/Methods: To this end, we analyse semi-structured interview data with two teacher-leaders involved in the Getting Ready in Numeracy (G.R.I.N.) intervention program through a value alignment lens. Findings: We ascertain that a fifth strategy, the Beacon strategy, is needed to describe the range of value alignment strategies employed by educators in the G.R.I.N. program. The Beacon strategy involves the educator digging in and reasserting their expectations until the student behaves in a manner that aligns with the educator’s values. In part it involves the educator being able to recognise their own values and clearly communicating these values to students. Originality/value: This article further explores strategies that educators have at their disposal for aligning their values with those of their students. The uncovering of the Beacon strategy is particularly valuable as it suggests that educators could be purposefully pursuing value alignment even when they do not appear to take any active steps to move further towards their students’ sets of values.

Introduction

1994 ◽  
Vol 25 (6) ◽  
pp. 559
Author(s):  
James W. Wilson ◽  
Catherine A. Brown ◽  
Carolyn Kieran ◽  
Frank K. Lester
Keyword(s):  
Mathematics Education ◽  
Ad Hoc ◽  
Task Force ◽  
Board Members ◽  
Special Issue ◽  
25Th Anniversary ◽  
The Past ◽  
Look Ahead

This special issue of the Journal for Research in Mathematics Education was prepared to help celebrate the 25th anniversary year of the journal. President Mary Lindquist appointed an ad hoc task force to develop activities to mark this 25th year. Input was solicited from former editorial board members and editors and from others throughout mathematics education. We came to a recognition that doing something to reflect on the journal's journey over the past 25 years, while underscoring the scholarship that guides our work, would be a vehicle to help look ahead to the next 25 years.

Announcement: Equity in Mathematics Education: November 2010

2010 ◽  
Vol 41 (5) ◽  
pp. 546
Keyword(s):  
Mathematics Education ◽  
Special Issue ◽  
Link Type

The JRME Special Issue, titled Equity in Mathematics Education, is currently online. It can be accessed at www.nctm.org/jrme/equity.

Making Space for Spatial Proportions

2016 ◽  
Vol 50 (6) ◽  
pp. 644-647 ◽  
Author(s):  
Percival G. Matthews ◽  
Edward M. Hubbard
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Proportional Reasoning ◽  
Mathematics Education Research ◽  
Spatial Representations ◽  
Special Issue ◽  
Future Directions ◽  
Theoretical Context ◽  
Open Questions

The three target articles presented in this special issue converged on an emerging theme: the importance of spatial proportional reasoning. They suggest that the ability to map between symbolic fractions (like 1/5) and nonsymbolic, spatial representations of their sizes or magnitudes may be especially important for building robust fractions knowledge. In this commentary, we first reflect upon where these findings stand in a larger theoretical context, largely borrowed from mathematics education research. Next, we emphasize parallels between this work and emerging work suggesting that nonsymbolic proportional reasoning may provide an intuitive foundation for understanding fraction magnitudes. Finally, we end by exploring some open questions that suggest specific future directions in this burgeoning area.

Call for Manuscripts: JRME Special Equity Issue: November 2009

2009 ◽  
Vol 40 (5) ◽  
pp. 584
Keyword(s):  
Mathematics Education ◽  
Special Issue ◽  
Equity Issue ◽  
Research And Practice ◽  
Support Research ◽  
Research In Mathematics Education

The Journal for Research in Mathematics Education (JRME) is seeking innovative ways to promote and support research that has the potential to encourage and sustain conversations at the intersection between research and practice. As such, the journal plans to pilot special issues of JRME that will address topics of key importance that are considered to be at the boundary of research and practice. The special issue will be accessible to all NCTM members online and become an NCTM publication upon completion.

Addressing Racism

2013 ◽  
Vol 44 (1) ◽  
pp. 23-36 ◽  
Author(s):  
Beatriz D'Ambrosio ◽  
Marilyn Frankenstein ◽  
Rochelle Gutiérrez ◽  
Signe Kastberg ◽  
Danny Bernard Martin ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Social Context ◽  
Achievement Gap ◽  
Special Issue ◽  
Race And Racism ◽  
The Social

This is a dialogue extracted from a conversation among some members of the Equity Special Issue Editorial Panel (Beatriz D'Ambrosio; Marilyn Frankenstein; Rochelle Gutiérrez, Special Issue editor; Signe Kastberg; Danny Martin; Judit Moschkovich; Edd Taylor; and David Barnes) about racism in mathematics education. It raises issues about the use of terms such as race and racism; understanding fields of research outside of mathematics education; the kinds of racialization processes that occur for students, teachers, and researchers; the social context of students; the achievement gap; and the role of mathematics education in the production of race.

Identity, Power, and Stewardship: Perspectives of a New Editor

2013 ◽  
Vol 44 (1) ◽  
pp. 3-4 ◽  
Author(s):  
Cynthia Langrall
Keyword(s):  
Mathematics Education ◽  
Special Issue ◽  
Print Publication ◽  
Research In Mathematics Education

This issue of the Journal for Research in Mathematics Education (JRME) is a special one indeed. Not only is this the Equity Special Issue, but it is the first issue of my editorship. I am delighted to begin my term as editor with the print publication of these important papers. The articles in this issue address equity in terms of identity and power, and it occurred to me that this editorial should do the same.

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