Test Failure and Mathematics Failure There is a Difference

1979 ◽  
Vol 27 (3) ◽  
pp. 50-52
Author(s):  
John W. Gregory
Keyword(s):  
Mathematics Education ◽  
Teacher Educators ◽  
Research Study ◽  
Research Report ◽  
Classroom Teachers ◽  
Daily Work ◽  
And Mathematics ◽  
Test Failure

A research study is central to this article, but what follows is not intended to be a formal research report. The results of this particular investigation are in themselves interesting, but it is equally important for classroom teachers to realize that in their daily work with children they, too, may come upon researchable questions. Once such a question has been identified, assistance in carrying out an investigation, if teachers want it, is usually as close as the nearest university. All of us, classroom teachers and teacher educators, need to become more involved in the kind of research that may lead to more favorable practices in mathematics education.

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

Editorial

1987 ◽  
Vol 18 (1) ◽  
pp. 2
Author(s):  
Jeremy Kilpatrick
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Teacher Educators ◽  
Considerable Time ◽  
Daily Work ◽  
Research Site ◽  
Long Time

Many—probably most—researchers in mathematics education have spent considerable time as teacher educators, working with people who soon will be or currently are reaching mathematics. Perhaps surprisingly, then, these researchers have not viewed teacher education as a potential research site. Immersed in the activities of teacher education, they have not stepped outside the arena of their daily work to view it with the researcher's eye. They resemble the fish in the saying, who, if they were scientists, would be a long time discovering water.

Research Report: Minorities and Mathematics

1986 ◽  
Vol 33 (7) ◽  
pp. 12
Author(s):  
George M. A. Stanic ◽  
Laurie Hart Reyes
Keyword(s):  
Mathematics Education ◽  
Minority Groups ◽  
School Mathematics ◽  
Research Report ◽  
And Mathematics ◽  
Research In Mathematics Education

Concern is increasing about the performance of minorities in school mathematics. For example, the entire March 1984 issue of the Journal for Research in Mathematics Education was devoted to this topic. The reason for this concern is that certain minority groups are underrepresented in mathematics enrollments and have not achieved up to their potential.

Theoretical Framing as Justifying

2019 ◽  
Vol 50 (3) ◽  
pp. 218-224 ◽  
Author(s):  
Jinfa Cai ◽  
Anne Morris ◽  
Charles Hohensee ◽  
Stephen Hwang ◽  
Victoria Robison ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Research Study ◽  
Research Question ◽  
Theoretical Framework ◽  
Research Report ◽  
High Quality Research ◽  
Significant Research ◽  
Research Questions ◽  
Design And Methods ◽  
Research In Mathematics Education

In our March editorial (Cai et al., 2019), we discussed the nature of significant research questions in mathematics education. We asserted that the choice of a suitable theoretical framework is critical to establishing the significance of a research question. In this editorial, we continue our series on high-quality research in mathematics education by elaborating on how a well-constructed theoretical framework strengthens a research study and the reporting of research for publication. In particular, we describe how the theoretical framework provides a connecting thread that ties together all of the parts of a research report into a coherent whole. Specifically, the theoretical framework should help (a) make the case for the purpose of a study and shape the literature review; (b) justify the study design and methods; and (c) focus and guide the reporting, interpretation, and discussion of results and their implications.

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

SISTERS IN SCIENCE: CONFRONTING EQUITY IN SCIENCE AND MATHEMATICS EDUCATION

2000 ◽  
Vol 6 (3) ◽  
pp. 14
Author(s):  
Penny L. Hammrich ◽  
Greer M. Richardson ◽  
Beverly D. Livingston
Keyword(s):  
Mathematics Education ◽  
And Mathematics

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

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