Doing and Seeing Things Differently: A 25-Year Retrospective of Mathematics Education Research on Learning

1994 ◽  
Vol 25 (6) ◽  
pp. 583-607
Author(s):  
Carolyn Kieran
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Mathematical Learning ◽  
Ample Evidence ◽  
The Past ◽  
Look Back ◽  
Time Changes ◽  
Changes Over Time ◽  
Over Time

When we look back over the mathematics education research of the last 25 years as reflected in the pages of this journal and compare the per pectives of the past with those of the present, it is tempting to project onto the activities and intentions of the earlier researchers all of the notions that one finds in today's work. In fact. some current researchers seem quite prepared to argue that certain area of attention in mathematical learning. such as problem solving, constructivism, and individual differences, to name just a few, were with us even then and that nothing has changed very much. One could also say that we have always had teachers. studenrs, and mathematical content as well; but there is ample evidence to suggest that there have been changes over time, changes in the ways that we have researched not only these three general didactical components and the interactions among them but also particular areas such a those others referred to above. Some of these innovations have been quite subtle, others more pronounced. In the main, researchers today are looking at aspects of mathematical learning in ways that were, if not unthought of, at least not common 25 years ago.

Mathematics Education Research: 1985 in Review

1986 ◽  
Vol 17 (4) ◽  
pp. 317-320
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
National Science Foundation ◽  
Mathematics Education Research ◽  
Ripple Effect ◽  
The Past ◽  
Education Community ◽  
National Science Foundation Research ◽  
To Come ◽  
Sizable Number

The past year saw a number of very positive developments in mathematics education research. Of most direct impact on researchers was the fact that the National Science Foundation research programs reestablished in 1984 began funding a sizable number of projects in 1985. The renewed availability of funds for research will have a ripple effect across the mathematics education community for years to come. In addition to the increased funding for research, 1985 marked the beginning of several long-range projects and programs that are of particular interest to mathematics education researchers.

Editorial: Where's the Math (in Mathematics Education Research)?

2010 ◽  
Vol 41 (2) ◽  
pp. 102-103 ◽  
Author(s):  
M. Kathleen Heid
Keyword(s):  
Education Research ◽  
Popular Culture ◽  
Mathematics Education ◽  
Fast Food ◽  
Mathematics Education Research ◽  
The Past ◽  
Tv Shows

Twenty-five years ago, a fast-food TV ad initiated a catchphrase, “Where's the beef?” The phrase, originally intended to point out the small amount of beef in fastfood hamburgers, evolved into a way to question the amount or substance of an idea or product. Adopted in popular culture, the phrase made its way into the 1984 vicepresidential debate, and reappeared in popular TV shows. It is now time for the phrase to make its way into discussions about mathematics education research. While reading all the manuscripts submitted to JRME over the past 2 years, a paraphrase of that statement frequently passed through my mind: “Where's the math?”

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.

Review: Minds, Machines, Mathematics, and Metaphors

1985 ◽  
Vol 16 (2) ◽  
pp. 146-153
Author(s):  
James J. Kaput
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Scientific Activity ◽  
Mathematics Education Research ◽  
Historical Evolution ◽  
The Past ◽  
Systematic Inquiry ◽  
The Universe

During the past two decades, corresponding roughly with the span over which the ideas and data of this book were assembled, a radical enrichment has occurred in our collective conception of what constitutes scientific activity and, therefore, what constitutes mathematics education research. These changes reflect participation in an even larger historical evolution that, while only in its infancy, has admitted new entities to the universe of discou rse and has asserted new domains to be subject to systematic inquiry.

scholarly journals Recent trends in PhD education in mathematics and science education research: back to university level organization

2014 ◽  
Vol 10 (2) ◽  
pp. 243-250
Author(s):  
Jari Lavonen ◽  
Heidi Krzywacki
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
National Level ◽  
Mathematics Education Research ◽  
Special Focus ◽  
Research Knowledge ◽  
The Past ◽  
Phd Education ◽  
And Mathematics ◽  
Doctoral Programmes

This descriptive article aims to discuss the development of Finnish PhD education in science and mathematics education research over the past 20 years. First, the general aims and structure of PhD education at the national level are introduced. Doctoral studies seek to develop research knowledge and skills as well as the capability to produce novel scientific knowledge. Second, the development of PhD education in the Finnish context of science and mathematics education research is discussed. For the past 20 years, there has been a special focus on improving PhD education through national-level graduate schools and international collaboration. Finally, the recent changes in PhD education, such as the replacement of doctoral programmes at local universities, is discussed through the case of the University of Helsinki.

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 Obstacles to Addressing Race and Ethnicity in the Mathematics Education Literature

2012 ◽  
Vol 43 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Amy Noelle Parks ◽  
Mardi Schmeichel
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Literature Review ◽  
Race And Ethnicity ◽  
Mathematics Education Research ◽  
Education Literature ◽  
Independent Variables

This Research Commentary builds on a 2-stage literature review to argue that there are 4 obstacles to making a sociopolitical turn in mathematics education that would allow researchers to talk about race and ethnicity in ways that take both identity and power seriously: (a) the marginalization of discussions of race and ethnicity; (b) the reiteration of race and ethnicity as independent variables; (c) absence of race and ethnicity from mathematics education research; and (d) the minimizing of discussions of race and ethnicity, even within equity-oriented work.

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