Advances in mathematics education research on proof and proving: An international perspective

2018 ◽  
Vol 20 (3) ◽  
pp. 312-315
Author(s):  
Chun Yeung Lee
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
International Perspective ◽  
Mathematics Education Research ◽  
Proof And Proving

Review: Constructing an International Perspective

1990 ◽  
Vol 21 (3) ◽  
pp. 246-250
Author(s):  
Judith T. Sowder
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
International Perspective ◽  
Research Community ◽  
Mathematics Education Research ◽  
Learning And Teaching ◽  
International Group ◽  
North American Chapter ◽  
The North ◽  
Teaching Of Mathematics

The International Group for the Psychology of Mathematics Education (PME) has been active since 1976, with yearly meetings attended by researchers representing 39 countries. The proceedings of these meetings and of the meetings of the North American Chapter of PME reflect the changing concerns of the international mathematics education research community and form a rich resource of studies on the learning and teaching of mathematics. These proceedings can, however, be described as “fugitive literature” in the sense that they are not generally available through libraries. The advent of easily obtainable publications that describe the work of the PME community is overdue and welcome.

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.

scholarly journals Obstacles to Addressing Race and Ethnicity in the Mathematics Education Literature

2012 ◽  
Vol 43 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Amy Noelle Parks ◽  
Mardi Schmeichel
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Literature Review ◽  
Race And Ethnicity ◽  
Mathematics Education Research ◽  
Education Literature ◽  
Independent Variables

This Research Commentary builds on a 2-stage literature review to argue that there are 4 obstacles to making a sociopolitical turn in mathematics education that would allow researchers to talk about race and ethnicity in ways that take both identity and power seriously: (a) the marginalization of discussions of race and ethnicity; (b) the reiteration of race and ethnicity as independent variables; (c) absence of race and ethnicity from mathematics education research; and (d) the minimizing of discussions of race and ethnicity, even within equity-oriented work.

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