scholarly journals Taxonomy of Key Terms for Mathematics Education

2021 ◽  
Vol 9 (4) ◽  
pp. 585-613
Author(s):  
Paola Castro ◽  
Pedro Gómez
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Open Access ◽  
Educational Level ◽  
Web Of Science ◽  
Foundations Of Mathematics ◽  
Mathematical Content ◽  
Frequency Of Use ◽  
Key Terms ◽  
Research In Mathematics Education

We present the process of developing a taxonomy of key terms for Mathematics Education. We build on the existing taxonomy of key terms that has been used in an open access document repository. Additionally, we took into account terms that have been established in encyclopedias of the discipline and the frequency of use of keywords in specialized journals that were indexed in Scopus and Web of Science. We made a review of synonymy between these terms and the terms of the existing taxonomy. We included in our proposal the terms that are relevant given their frequency of use in the journals. We removed from the existing taxonomy the terms that are little used in practice. The new taxonomy is organized in six main categories: approach, educational level, foundations of Mathematics Education, research in Mathematics Education, pedagogical notions and mathematical content. This proposal was validated in three phases by researchers, innovators in Mathematics Education, and editors of specialized journals and experts who lead associations and events in the discipline.

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 Aspectos metodológicos da pesquisa em Educação Matemática: rumos e perspectivasMethodological aspects of research in Mathematics Education: directions and perspectives

2021 ◽  
Vol 22 (3) ◽  
pp. 65-83
Author(s):  
Bernardete Angelina Gatti
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Empirical Research ◽  
Mathematical Education ◽  
Research Methodologies ◽  
Mathematic Education Research ◽  
School Learning ◽  
Mathematic Education ◽  
Methodological Aspects ◽  
Research In Mathematics Education

ResumoNeste artigo são apresentadas algumas das concepções que se observam, explicitamente ou subjacentemente, no relato de pesquisas na área da educação matemática, as quais orientam seu desenvolvimento, fins e resultados. As concepções destacadas se entrelaçam com várias formas e caminhos possíveis para levantar dados e analisar o que é obtido em investigações no que se refere às situações de ensino e de aprendizagem escolar, ou, a processos formativos de diferentes naturezas e níveis. Não há hierarquização entre elas, não são necessariamente mutuamente excludentes, e, cada uma traz contribuições a serem consideradas nos limites de suas perspectivas.Palavras-chave:  Educação matemática, Metodologias de pesquisa, Concepções de pesquisa, Formação do pesquisador. AbstractIn this article, is exposed an analytic view of conceptions that we can observe in reports of research in the field of mathematical education. They guide the purpose, proceedings and results of the investigation and they interweave the ways and research means of obtaining data. This analysis is done by observing reports of empirical research on school learning or about process of teachers’ education. There are no hierarchy between then and they are not mutually exclusive. Each one brings their contribution that can be considered in their perspectives and limits.Keywords: Mathematic education, Research methodologies, Research conceptions, Researchers’ education. ResumenEn este artículo se analizan concepciones observables, directamente o no, en relatos de investigaciones científicas en el campo de la educación matemática. Esas concepciones orientan los procedimientos investigativos, los análisis de los resultados y sus fines. Ellas están entrelazadas con los caminos de búsqueda de datos y conclusiones. Las investigaciones tratadas dicen respecto a situaciones de la enseñanza y del aprendizaje en la escuela o a procesos de formación de varios tipos, mayormente, la formación de docentes. No hay jerarquía entre ellas, no son mutuamente excluyentes, y cada una aporta su contribución específica.Palabras-clave: Educación matemática; metodologías de la investigación; concepciones de investigación; formación de investigadores. 

Radical Constructivism and Mathematics Education

1994 ◽  
Vol 25 (6) ◽  
pp. 711-733 ◽  
Author(s):  
Leslie P. Steffe ◽  
Thomas Kieren
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Cognitive Development ◽  
Mathematics Education Research ◽  
School Mathematics ◽  
Reform Movement ◽  
Radical Constructivism ◽  
Mathematics Educators ◽  
And Mathematics ◽  
Research In Mathematics Education

Our intention in this article is to provide an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding on up to the present time. First, we indicate how the initial influence of constructivist thought stemmed mainly from Piaget's cognitive-development psychology rather than from his epistemology. In this, we point to what in retrospect appears to be inevitable distortions in the interpretations of Piaget 's psychology due primarily to its interpretation in the framework of Cartesian epistemology. Second, we identify a preconstructivist revolution in research in mathematics education beginning in 1970 and proceeding on up to 1980. There were two subperiods in this decade separated by Ernst von Glasersfeld's presentation of radical constructivism to the Jean Piaget Society in Philadelphia in 1975. Third, we mark the beginning of the constructivist revolution in mathematics education research by the publication of two important papers in the JRME (Richards & von Glasersfeld, 1980; von Glasersfeld, 1981). Fourth, we indicate how the constructivist revolution in mathematics education research served as a period of preparation for the reform movement that is currently underway in school mathematics.

Editorial: Research Articles Can Be Helpful to Practitioners

2010 ◽  
Vol 41 (1) ◽  
pp. 2-5
Author(s):  
Glendon W. Blume
Keyword(s):  
Professional Development ◽  
Education Research ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Mathematics Education Research ◽  
Research Articles ◽  
Research Journal ◽  
Mathematics Coaches ◽  
Research In Mathematics Education

Because JRME is a research journal, its value to those who conduct research in mathematics education is obvious. What may not be as obvious, however, is that JRME articles also have the potential to benefit another audience, namely, mathematics education practitioners. Research articles in JRME (and those in other mathematics education research journals, as well) can offer to practitioners helpful information and a variety of tools that have the potential to be useful in their work. The variety of “practitioners” who can benefit from research articles in JRME includes those who teach mathematics at the prekindergarten through collegiate levels, teacher educators who work with prospective mathematics teachers at any of those levels, mathematics coaches or supervisors who serve as school- or district-based leaders for groups of mathematics teachers, teacher educators who engage in-service mathematics teachers in professional development, and even researchers who teach others about mathematics education research.

Beliefs and Their Influence on Mathematical Performance

1989 ◽  
Vol 82 (7) ◽  
pp. 502-505 ◽  
Author(s):  
Joe Garofalo
Keyword(s):  
Mathematics Education ◽  
Mathematics Instruction ◽  
Mathematical Tasks ◽  
Mathematical Task ◽  
Mathematical Content ◽  
Mathematical Performance ◽  
Mathematics Problems ◽  
Course Of Action ◽  
Mathematical Behavior ◽  
Research In Mathematics Education

Recent research in mathematics education has shown that success or failure in solving mathematics problems often depends on much more than the knowledge of requisite mathematical content. Knowing appropriate facts, algorithms, and procedures is not sufficient to guarantee success. Other factors, such as the decisions one makes and the strategies one uses in connect ion with the control and regulation of one's actions (e.g., deciding to analyze the conditions of a problem, planning a course of action, assessing progress), the emotions one fee ls while working on a mathematical task (e.g., anxiety, frustration, enjoyment), and the beliefs one holds relevant to performance on mathematical tasks, influence the direction and outcome of one's performance (Garofalo and Lester 1985; Schoenfe ld 1985; McLeod 1988). These other factors, although not explicitly addressed in typical mathematics instruction, are nonetheless important aspects of mathematical behavior.

Book Review: Scaling Mathematics Education

2016 ◽  
Vol 47 (5) ◽  
pp. 552-556
Author(s):  
Bharath Sriraman
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
International Research ◽  
Mathematics Education Research ◽  
The Third ◽  
Research In Mathematics Education

The third edition of the Handbook of International Research in Mathematics Education (henceforth, HIRME) comes at an interesting time for the community of mathematics education researchers because it tackles two essential problems for the community, namely, (a) what constitutes “great challenges” for the field, in the opening chapter, and (b) how scalable mathematics education research is, in the concluding chapter.

(Mis)Taken Identities: Reclaiming Identities of the “Collective Black” in Mathematics Education Research Through an Exercise in Black Specificity

2017 ◽  
Vol 41 (1) ◽  
pp. 228-252 ◽  
Author(s):  
Maisie L. Gholson ◽  
Charles E. Wilkes
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Black Children ◽  
Research Literature ◽  
Mathematics Education Research ◽  
Social Identities ◽  
Identity Based ◽  
Mathematics Teaching And Learning ◽  
Research In Mathematics Education

This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002). Identity-based research in mathematics education is a burgeoning field that is disrupting narratives around the meanings of mathematical competence and brilliance. We argue that the identities of Black children as doers and knowers of mathematics are often confused (or mistaken) with stereotypical images of various social identities, as well as wrongly confiscated (or mis-taken), in order to perpetuate persistent narratives of inferiority, criminality, and general ineducability of these children. We use Black children as a particular example within the mathematics education research literature and argue that children within a so-called “collective Black” are subject to the same racial scripts that organize mathematics teaching and learning. While we acknowledge that important lines of identity-based research have emerged to reclaim the rightful identities of Black children and those within the collective Black, we conclude with a critique of this recent literature in which we note the troubling exclusion of girls and young children.

Editorial: JRME: A Tale of Unicorns, Mastodons, and Ants

2016 ◽  
Vol 47 (5) ◽  
pp. 430-439 ◽  
Author(s):  
Cynthia W. Langrall
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Research Community ◽  
Mathematics Education Research ◽  
Research In Mathematics Education

For the last 4.5 years, I have been immersed in the work of editing the Journal for Research in Mathematics Education. I could talk for hours about reading manuscripts and reviews, writing decision letters, interacting with authors, editing manuscripts to prepare them for publication, my reflections on the research that has been published in the journal, and my reflections on the research that has not been published, but this talk is not about me. I want to focus on the journal itself, its past and its future, and what it means to us–the mathematics education research community. Also, I will be talking about unicorns, mastodons, and ants. So bear with me, this will not be a typical math ed. talk (and I might have gotten a little carried away with the mastodons). Let's begin this tale.

Editorial

1993 ◽  
Vol 24 (1) ◽  
pp. 2
Author(s):  
Frank K. Lester
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Paradigm Shift ◽  
Publishing Research ◽  
Mathematics Education Research ◽  
Wide Range ◽  
Field Of Inquiry ◽  
Research In Mathematics Education

In the final issue (November 1992) of his term as editor of the Journal for Research in Mathematics Education, Tom Carpenter noted that research in mathematics education has been undergoing a paradigm shift. Evidence of this shift is seen in the substantial increase in recent years in the number of research reports representing methodologies that have previously not been common in mathematics education. This increase is due in large part to Tom's receptiveness to publishing research based on alternative paradigms. Mo reover, as open as he was to increasing the scope of the journal, he insisted on doing so without lowering the standards of excellence that we have come to expect. Under Tom's capable guidance the journal has continued to grow in stature, and as a result, mathematics education research has continued to mature as a field of inquiry. As the new editor I will strive to uphold Tom's standards of editorial excellence while continuing to encourage a wide range of ideologies and methodologies.

scholarly journals Forty Years of Mathematics Education: 1980-2019

2021 ◽  
Vol 9 (3) ◽  
pp. 514-539
Author(s):  
Semirhan Gökçe ◽  
Pınar Guner
Keyword(s):  
Mathematics Education ◽  
Bibliometric Analysis ◽  
Mathematics Instruction ◽  
Web Of Science ◽  
Theoretical Framework ◽  
Related Factors ◽  
Policy Makers ◽  
Mathematics Assessments ◽  
The Third ◽  
Research In Mathematics Education

The purpose of this study is to establish the evolution and expose the trends of research in mathematics education between 1980 and 2019. The bibliometric analysis of the articles in Web of Science database indicated four-clustered structure. The first cluster covers the items related to the theoretical framework of mathematics education whereas the second cluster has the terms defining the methods for effective mathematics instruction. The third cluster includes the concepts interrelated to mathematics education while the fourth cluster encloses the studies about international mathematics assessments. The earlier studies look mathematics education mostly in students’ perspective and investigates generalization, restructuring, interiorization and representation. Between 1995 and 2010, curriculum and teacher-related factors were dominant in mathematics education studies. After 2010, the articles investigated specific topics and carried the traces from all stakeholders in mathematics education. The investigation on the trends of mathematics education would provide gain insight about the areas that need more research, contribute to the researchers, teachers, students and policy makers in this field and light the way ‎for further studies.

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