scholarly journals Guest Editorial: Brazilian research in Mathematics Education – more to know

2022 ◽  
Vol 19 (2) ◽  
pp. 303-306
Jonei Cerqueira Barbosa
1994 ◽  
Vol 25 (1) ◽  
pp. 2-3
James W. Wilson

Editor's Note, Interest in a mathematics education journal devoted exclusively to research began to develop at least as long ago as the mid-1950s, but it wasn't until the publication of the NCTM monograph. Research in Mathematics Education, in 1967 that sufficient impetus existed to establish one. The first issue of the Journal for Research in Mathematics Education appeared in January 1970 with David C. Johnson as its editor.

1978 ◽  
Vol 9 (4) ◽  
pp. 241
John Egsgard

Most of the research in mathematics education is thesis oriented, for few academic institutions of higher learning give the mathematics educator the time to do research. We read the following in the document from the 1976 meeting of the Int ernational Congress for Mathematics Education in Karlsruhe on “The Education and Professional Life of the Mathematics Teacher”: “The excessive teaching load in most teacher-education institutes scarcely allows for personal research on specific professional questions.” It is a sad fact that many colleges expect their teachers to do much in-service work outside the college but refuse to give them any credit in teaching hours or in promotion for their efforts.

2021 ◽  
Vol 107 (1) ◽  
pp. 1-24
Arthur Bakker ◽  
Jinfa Cai ◽  
Linda Zenger

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.

Maria Teresa Tatto ◽  
Michael C. Rodriguez ◽  
Mark D. Reckase ◽  
Wendy M. Smith ◽  
Kiril Bankov ◽  

Sign in / Sign up

Export Citation Format

Share Document