Editorial

1983 ◽  
Vol 14 (4) ◽  
pp. 226
Author(s):  
Jeremy Kilpatrick
Keyword(s):  
Mathematics Education ◽  
Curriculum Development ◽  
Research Agenda ◽  
Curriculum And Instruction ◽  
Instructional Methods ◽  
Colleges And Universities ◽  
Research Topic ◽  
The Past ◽  
Mathematics Educators ◽  
Research In Mathematics Education

Many mathematics educators in American colleges and universities are housed in a department that carries “curriculum and instruction” in its title. Perhaps it's fitting, then, that these two abstractions cover the lion's share of recent research in mathematics education. The comparison of instructional methods has always been a popular research topic, and the curriculum development efforts of the past two decades managed to elevate the examination of curricula to a higher level on the nation's research agenda. A glance at the titles of the studies surveyed in this issue will confirm that researchers are still largely preoccupied with matters of curriculum and instruction.

A Forum for Researchers: What Is Research in Mathematics Education, and What Are Its Results?

1993 ◽  
Vol 24 (3) ◽  
pp. 274-278
Author(s):  
Anna Sierpinska ◽  
Jeremy Kilpatrick ◽  
Nicolas Balacheff ◽  
A. Geoffrey Howson ◽  
Anna Sfard ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Scientific Discipline ◽  
Scientific Quality ◽  
Mathematical Education ◽  
The Past ◽  
The World ◽  
Mathematics Educators ◽  
General Feeling ◽  
Different Parts ◽  
Research In Mathematics Education

As mathematics education has become better established as a domain of scienti fic research (if not as a scientific discipline), exactly what this research is and what its results are have become less clear. The hi story of the past three International Congresses on Mathematical Education demonstrates the need for greater clarity. At the Budapest congress in 1988, in particular, there was a general feeling that mathematics educators from different parts of the world. countries, or even areas of the same country often talk past one another. There seems to be a lack of consensus on what it means to be a mathematics educator. Standards of scientific quality and the criteria for accepting a paper vary considerably among the more than 250 journals on mathematics education published throughout the world.

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.

Experimental Programs: Educational research and the mathematics educator

1965 ◽  
Vol 58 (2) ◽  
pp. 131-138
Author(s):  
Joseph M. Scandura
Keyword(s):  
Mathematics Education ◽  
Health Education ◽  
Educational Research ◽  
Good Source ◽  
Mathematics Educator ◽  
The Past ◽  
Department Of Health ◽  
The U.S ◽  
Research In Mathematics Education

The purpose of this paper is not to review all or even much of the past or current research in mathematics education; this has been done elsewhere. Monographs covering research in mathematics education up to about 1960, for example, are available from the U.S. Department of Health, Education and Welfare. Some of the NCTM yearbooks also provide a good source.

Some number concepts of disadvantaged children

1965 ◽  
Vol 12 (5) ◽  
pp. 359-361
Author(s):  
M. E. Dunkley
Keyword(s):  
Curriculum Development ◽  
Difficult Problem ◽  
School Mathematics ◽  
Study Group ◽  
Number Concepts ◽  
Disadvantaged Children ◽  
The Past ◽  
Mathematics Educators ◽  
Average Students ◽  
And Mathematics

In the past decade efforts to improve school mathematics in this country have been devoted primarily to programs for average and above average students. The more difficult problem of curricula for below average achievers in mathematics has always been with us, and now we seem to have made enough progress and gained enough experience to tackle this problem. The School Mathematics Study Group held a conference in April, 1964, to acquaint a representative group of mathematicians and mathematics educators who bad worked on curriculum projects with some of the problems associated with below average acbievement.2 The conference made several recommendations for experimentation and curriculum development.

The Portrayal of Parents in the School Mathematics Reform Literature: Locating the Context for Parental Involvement

1998 ◽  
Vol 29 (5) ◽  
pp. 555-582
Author(s):  
Dominic D. Peressini
Keyword(s):  
Mathematics Education ◽  
Parental Involvement ◽  
Education Reform ◽  
Research Agenda ◽  
School Mathematics ◽  
Mathematics Reform ◽  
Mathematics Educators ◽  
And Mathematics

In this article, using reform recommendations that call for parental involvement as a springboard, I provide an analysis of the positioning of parents in the school mathematics reform literature. Employing Foucault's (1980) conception of “regimes of truth,” I demonstrate how the literature has created the accepted discourse for mathematics education reform. I then argue that the professionalization of teachers has distanced parents from schools and led to conflict between parents and mathematics educators and that to reconcile this conflict, ways in which parents can be included in mathematics education must be considered. It is essential first, however, to understand issues central to involving parents in mathematics education. A research agenda for parental involvement in mathematics education is presented.

An International Perspective on Research through the JRME

1994 ◽  
Vol 25 (6) ◽  
pp. 685-696
Author(s):  
Ubiratan D'ambrosio ◽  
Beatriz D'ambrosio
Keyword(s):  
Mathematics Education ◽  
International Perspective ◽  
Prestigious Journal ◽  
Research Journal ◽  
The World ◽  
Mathematics Educators ◽  
Research In Mathematics Education

As the JRME reaches its 25th year as the research journal of the American community of mathematics educators, clearly its reach has become much broader and extends into the international realm of mathematics education. As the most prestigious journal in the field, the JRME undoubtedly influences research in mathematics education all over the world. It sets styles, priorities, and, above all, standards. In all three of these areas there are resentments, reactions, and dissent. We hope in this paper to discuss these and related issues from an international perspective.

Editorial: Mathematics Education Research as an International Enterprise

2009 ◽  
Vol 40 (3) ◽  
pp. 214-215
Author(s):  
M. Kathleen Heid
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Education Research ◽  
International Enterprise ◽  
The Past ◽  
International Visibility ◽  
International Advisory ◽  
Research In Mathematics Education

Investigating the teaching and learning of mathematics is an international enterprise, and the Journal for Research in Mathematics Education regularly benefits from the insightful contributions of reviewers and authors from every corner of the earth. JRME has long been considered one of the top international journals in mathematics education research with a worldwide community of researchers in mathematics education among its authors, reviewers, and readers. As a matter of practice, the Editorial Panel of the journal seeks international scholars to help in reviewing submissions. Reviewers regularly advise authors on how to expand their articles for a broader audience and identify those articles that are likely to have a global appeal. Over the past few years, a major source of advice was been the JRME International Advisory Board (IAB): Janet Ainley, Toshiakira Fujii, Koeno Gravemeijer, Lucia Grugnetti, Gilah Leder, and Renuka Vithal. In addition to providing reviews on a regular basis, the IAB has the responsibility for advising the Editorial Panel on maintaining the international visibility and responsiveness of the journal. During the past year, using Internet capabilities and careful coordination of timing, we were able to involve members of the IAB in a portion of the regular meeting of the Editorial Board.

Five Decades of Mathematics Education Research

2018 ◽  
Vol 49 (4) ◽  
pp. 462-500 ◽  
Author(s):  
Matthew Inglis ◽  
Colin Foster
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Full Text ◽  
Research Programme ◽  
Experimental Investigations ◽  
Theoretical Orientations ◽  
The Social ◽  
Mathematics Educators ◽  
Research In Mathematics Education ◽  
Educational Studies In Mathematics

Mathematics educators have been publishing their work in international research journals for nearly 5 decades. How has the field developed over this period? We analyzed the full text of all articles published in Educational Studies in Mathematics and the Journal for Research in Mathematics Education since their foundation. Using Lakatos's (1978) notion of a research programme, we focus on the field's changing theoretical orientations and pay particular attention to the relative prominence of the experimental psychology, constructivist, and sociocultural programmes. We quantitatively assess the extent of the “social turn,” observe that the field is currently experiencing a period of theoretical diversity, and identify and discuss the “experimental cliff,” a period during which experimental investigations migrated away from mathematics education journals.

Standards for Reporting Mathematics Professional Development in Research Studies

2011 ◽  
Vol 42 (3) ◽  
pp. 220-236 ◽  
Author(s):  
Paola Sztajn
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
Research Field ◽  
High Quality ◽  
Quality Reporting ◽  
The Past ◽  
Pros And Cons ◽  
Mathematics Professional Development ◽  
New Research ◽  
Research In Mathematics Education

This Research Commentary addresses the need for standards for describing mathematics professional development in mathematics education research reports. Considering that mathematics professional development is an emerging research field, it is timely to set expectations for what constitutes high-quality reporting in this field. Through an examination of the research reports on the topic published in the Journal for Research in Mathematics Education during the past decade, I offer a framework and a set of features to be used in initiating discussions about pros and cons of having reporting standards. I contend that when researchers have standards for describing the mathematics professional development they are studying, better quality will be attained in the new research field.

Looking for the research listing?

1971 ◽  
Vol 18 (6) ◽  
pp. 358
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Secondary School ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
The Past ◽  
School Research ◽  
Research In Mathematics Education

For the past fourteen years the Arithmetic Teacher has published an annual listing of research on elementary school mathematics, grades K-8.1 This year that listing will be published instead in the November issue of the Journal for Research in Mathematics Education (JRME). In addition to research reports on elementary school mathematics, it will include reports of secondary school research.

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