Research Commentary: On Gap Gazing in Mathematics Education: The Need for Gaps Analyses

2008 ◽  
Vol 39 (4) ◽  
pp. 350-356
Author(s):  
Sarah Theule Lubienski
Keyword(s):  
Education Research ◽  
Public Opinion ◽  
Mathematics Education ◽  
Education Policy ◽  
Student Outcomes ◽  
Mathematics Education Research ◽  
Research And Practice ◽  
Education Community ◽  
Underserved Groups ◽  
Integrate Research

Analyses of disparities in students' mathematics experiences and outcomes are an essential part of efforts to promote equity. Scholars concerned about equity should not write off such analyses as mere “gap gazing.” Research on gaps between underserved groups and their more advantaged peers are important for shaping public opinion and informing education policy. Analyses of gaps also inform mathematics education research and practice, illuminating which groups and curricular areas are most in need of intervention and additional study. Instead of pulling back from gaps analyses, the mathematics education community should move toward more skilled and nuanced analyses and integrate research on instructional reforms with careful analyses of their impact on disparities in student outcomes broadly defined.

scholarly journals Conceptualizing Mathematics as Discourse in Different Educational Settings

2015 ◽  
Vol 8 (12) ◽  
pp. 25 ◽  
Author(s):  
Beste Güçler ◽  
Sasha Wang ◽  
Dong-Joong Kim
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Educational Settings ◽  
Research And Practice

<p class="apa">In this work, we focus on a relatively new theory in mathematics education research, which views thinking as communication and characterizes mathematics as a form of discourse. We discuss how this framework can be utilized in different educational settings by giving examples from our own research to highlight the insights it provides in the context of mathematics education.<strong> </strong>We conclude with the affordances and constraints of the theory for mathematics education research and practice.</p>

Issues concerning Evidence

1992 ◽  
Vol 23 (4) ◽  
pp. 341-344
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Mathematical Education ◽  
National Council ◽  
Research Traditions ◽  
Quantitative Studies ◽  
Education Community ◽  
To Come

As noted in Bishop (1992), at the initial meeting of the International Congress on Mathematical Education (ICME) in 1969, only one presentation directly addressed the role of inquiry in mathematics education research. If ICME 1988 is an indicator, then such discussion will be a hallmark of the international interchange to be held in Quebec in August 1992. In 1994, the presses will release the 25th volume of the Journal for Research in Mathematics Education (JRME). At the Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics, Thomas Carpenter, outgoing editor of the JRME, remarked that whereas over 70% of volume 1 of the JRME reported purely quantitative studies, nearly 50% of the 1991 volume presented qualitative works (1992). Mathematics education research traditions still are evolving, in comparison to the more established research traditions in some disciplines, but the field is beginning to come of age. At this time it is reasonable for the mathematics education community to examine the varying approaches and traditions that characterize mathematics education research as well as the nature of evidence within these approaches and traditions.

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.

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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