Editorial: Needed: An Agenda for Equity in Mathematics Education

1990 ◽  
Vol 21 (5) ◽  
pp. 354-355
Author(s):  
Walter G. Secada
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Research Community ◽  
Mathematics Education Research ◽  
Community Needs ◽  
Diverse Student Populations ◽  
The Social ◽  
Diverse Student ◽  
The World ◽  
Social Arrangements

The mathematics education research community needs to help in setting an agenda for equity in mathematics education. We must become more conscious about whether our studies incorporate tacit ways of viewing the world that legitimate the social arrangements by which diverse student populations fail, or whether they provide us with the vision and understandings that go beyond merely labeling failure in different ways.

Clarifying the Contributions of Research Within NCTM

1997 ◽  
Vol 28 (4) ◽  
pp. 396-397
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Research Community ◽  
Mathematics Education Research ◽  
National Council ◽  
Short Article ◽  
Recent Developments ◽  
Changing Role ◽  
The Relationship

Our purpose in this short article is to discuss two recent developments that bear directly on the relationship between the National Council of Teachers of Mathematics (NCTM) and the mathematics education research community. The first concerns the realignment of the duties of the Director of Research within the revised NCTM staff structure, and the second concerns the Research Advisory Committee's (RAC's) changing role within NCTM.

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.

Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding

2018 ◽  
Vol 42 (1) ◽  
pp. 122-145 ◽  
Author(s):  
Erika C. Bullock
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Intersectional Analysis ◽  
The Social ◽  
Critical Mathematics ◽  
And Mathematics ◽  
Modes Of Thought ◽  
Critical Mathematics Education

In this chapter, I use figure hiding as a metaphor representing the processes of exclusion and suppression that critical mathematics education (CME) seeks to address. Figure hiding renders identities and modes of thought in mathematics education and mathematics education research invisible. CME has a commitment to addressing figure hiding by making visible what has been obscured and bringing to the center what has been marginalized. While the tentacles of CME research address different analytical domains, much of this work can be connected to the social isms that plague our world (e.g., sexism, racism, heterosexism, colonialism, capitalism, ableism, militarism, nationalism, religious sectarianism). However, the trend in CME research is to address these isms in silos, which does not reflect the compounded forms of oppression that many experience. I review CME studies that employ intersectionality as a way of analyzing the complexities of oppression. Intersectionality’s limited use in CME research has been for identity-based analyses. I offer intersectional analysis as a strategy to extend intersectionality’s power beyond identity toward more systemic analyses.

A Call for Postdoctoral Positions in Mathematics Education

2014 ◽  
Vol 45 (5) ◽  
pp. 542-549
Author(s):  
Elise Lockwood ◽  
Eric Knuth
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Doctoral Students ◽  
Research Community ◽  
Mathematics Education Research ◽  
Faculty Position ◽  
Postdoctoral Position ◽  
Faculty Mentors

In many STEM-related fields, graduating doctoral students are often expected to assume a postdoctoral position as a prerequisite to a faculty position, yet there is no such expectation in mathematics education. In this commentary, the authors call on the mathematics education research community to consider the importance of postdoctoral fellows and make the case that prioritizing postdoctoral positions could afford mutual benefits to the postdocs, to faculty mentors, and to the field at large.

Review: Constructing an International Perspective

1990 ◽  
Vol 21 (3) ◽  
pp. 246-250
Author(s):  
Judith T. Sowder
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
International Perspective ◽  
Research Community ◽  
Mathematics Education Research ◽  
Learning And Teaching ◽  
International Group ◽  
North American Chapter ◽  
The North ◽  
Teaching Of Mathematics

The International Group for the Psychology of Mathematics Education (PME) has been active since 1976, with yearly meetings attended by researchers representing 39 countries. The proceedings of these meetings and of the meetings of the North American Chapter of PME reflect the changing concerns of the international mathematics education research community and form a rich resource of studies on the learning and teaching of mathematics. These proceedings can, however, be described as “fugitive literature” in the sense that they are not generally available through libraries. The advent of easily obtainable publications that describe the work of the PME community is overdue and welcome.

Developing Students' Understandings of Variable

2005 ◽  
Vol 11 (2) ◽  
pp. 96-100
Author(s):  
Ana C. Stephens
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Curriculum ◽  
Mathematical Problem ◽  
Research Community ◽  
Mathematics Education Research ◽  
Algebraic Reasoning ◽  
Common Misconception ◽  
Mathematics Curricula ◽  
K 12

Algebra's “Gatekeeper” status has prompted several in the mathematics education research community (e.g., Davis 1985; Kaput 1998; Olive, Izsak, and Blanton 2002) to urge educators to view algebra not as an isolated course but as a continuous K–12 strand that is present throughout the entire mathematics curriculum. Central to the transition from arithmetic to algebraic reasoning is the concept of variable (Schoenfeld and Arcavi 1988). Schoenfeld and Arcavi argue that despite its importance, most mathematics curricula offer little to assist students in developing ideas about this concept. They assert that instead of providing students opportunities to practice manipulating terms and solving for unknowns, teachers should encourage students to view variables as shorthand tools for expressing already-understood ideas about varying quantities. This article describes a mathematical problem that can encourage students to view variables in this way while confronting a common misconception.

Algebraic Thinking and Geometry

2006 ◽  
Vol 11 (7) ◽  
pp. 344-349
Author(s):  
Laura Grandau ◽  
Ana C. Stephens
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Ninth Grade ◽  
Research Community ◽  
Mathematics Education Research ◽  
Algebraic Thinking ◽  
Learning And Teaching ◽  
A Priority ◽  
K 12 ◽  
Course Of Study

Research on the learning and teaching of algebra has recently been identified as a priority by members of the mathematics education research community (e.g., Ball 2003; Carpenter and Levi 2000; Kaput 1998; Olive, Izsak, and Blanton 2002). Rather than view algebra as an isolated course of study to be completed in the eighth or ninth grade, these researchers advocate the reconceptualization of algebra as a strand that weaves throughout other areas of mathematics in the K–12 curriculum.

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.

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