New Mathematics Education Research and Practice

2006 ◽  
Author(s):  
Jürgen Maasz ◽  
Wolfgang Schlöglmann
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Research And Practice

Research Commentary: On Gap Gazing in Mathematics Education: The Need for Gaps Analyses

2008 ◽  
Vol 39 (4) ◽  
pp. 350-356
Author(s):  
Sarah Theule Lubienski
Keyword(s):  
Education Research ◽  
Public Opinion ◽  
Mathematics Education ◽  
Education Policy ◽  
Student Outcomes ◽  
Mathematics Education Research ◽  
Research And Practice ◽  
Education Community ◽  
Underserved Groups ◽  
Integrate Research

Analyses of disparities in students' mathematics experiences and outcomes are an essential part of efforts to promote equity. Scholars concerned about equity should not write off such analyses as mere “gap gazing.” Research on gaps between underserved groups and their more advantaged peers are important for shaping public opinion and informing education policy. Analyses of gaps also inform mathematics education research and practice, illuminating which groups and curricular areas are most in need of intervention and additional study. Instead of pulling back from gaps analyses, the mathematics education community should move toward more skilled and nuanced analyses and integrate research on instructional reforms with careful analyses of their impact on disparities in student outcomes broadly defined.

scholarly journals Conceptualizing Mathematics as Discourse in Different Educational Settings

2015 ◽  
Vol 8 (12) ◽  
pp. 25 ◽  
Author(s):  
Beste Güçler ◽  
Sasha Wang ◽  
Dong-Joong Kim
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Educational Settings ◽  
Research And Practice

<p class="apa">In this work, we focus on a relatively new theory in mathematics education research, which views thinking as communication and characterizes mathematics as a form of discourse. We discuss how this framework can be utilized in different educational settings by giving examples from our own research to highlight the insights it provides in the context of mathematics education.<strong> </strong>We conclude with the affordances and constraints of the theory for mathematics education research and practice.</p>

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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