Early Childhood Mathematics Education Research

2009 ◽  
Author(s):  
Julie Sarama ◽  
Douglas H. Clements
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Early Childhood Mathematics

Review: Constructivism in the Classroom

1991 ◽  
Vol 22 (5) ◽  
pp. 422-428
Author(s):  
John Clement
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Mathematics Education ◽  
Early Childhood Education ◽  
International Congress ◽  
Future Research ◽  
Mathematical Education ◽  
Early Childhood Mathematics ◽  
Research And Practice ◽  
Childhood Education

The International Congress on Mathematical Education, which convenes every four years to discuss issues in mathematics education research and practice, last met in 1988. This book is the product of the subgroup on early childhood education within the Congress, which took as its charge “to identify the issues, problems, and opportunities presented by constructivism for mathematics education in early childhood and to make recommendations for the work in this area over the next four years.” Thus the book not only contains reports on previous research, but also recommendations for future research and practice in early childhood mathematics education.

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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