Book Review: Reconsidering Affect in Mathematics Education

2017 ◽  
Vol 48 (1) ◽  
pp. 106-110 ◽  
Author(s):  
Amanda Jansen ◽  
Joseph DiNapoli ◽  
Kristin McKenney
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Education Research ◽  
Short Period ◽  
Mathematics Educators ◽  
Affective Constructs

Mathematics educators incorporate affective constructs into their research as they seek to understand phenomena related to teaching and learning. Some prominent findings in mathematics education research suggest that beliefs provide explanations for some perplexing behaviors. For instance, if students stop working on a challenging task after a short period of time, one explanation may be that they believe that if you understand mathematics, you can solve problems in 5 minutes or less (Schoenfeld, 1988).

Book Review: An Introduction to Research in Mathematics Education

2015 ◽  
Vol 46 (4) ◽  
pp. 497-504
Author(s):  
Keith R. Leatham ◽  
Kate R. Johnson ◽  
Steven R. Jones
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Education Research ◽  
Intended Audience ◽  
The Third ◽  
International Perspectives ◽  
The Given ◽  
Research In Mathematics Education

In MasterClass in Mathematics Education: International Perspectives on Teaching and Learning, editors Paul Andrews and Tim Rowland introduce research in mathematics education in the tradition of a Master Class. Each of the 17 chapters is organized around a set of core readings (four such readings for all but one chapter). Authors were asked “to include some commentary and/or exposition of the readings, and to set them in the broader context of ideas and methods to which they belong” (p. xiv). Each team of authors is actively engaged in research related to the topic of their chapter. This familiarity gives the reader a sense of having an “insider's view” into the topics as well as an appreciation of the perspective (among many possibilities) that the chapter imparts with regard to the given topic. Throughout this review, we refer to the intended audience for this book–a novice to mathematics education research–as “the reader,” and to one who might assign or recommend the book to such a reader as “the mentor.” The two main purposes of this review are (a) to aid the mentor in deciding how to use this book with the reader and (b) to aid the reader as they use the book and are introduced to research in mathematics education. Thus, we hope the mentor will consider assigning this review as introductory reading. We have organized the review into three main sections. The first contains brief summaries of each of the 17 chapters, the second a critique of how well the book fulfills its primary purposes (as outlined in its preface), and the third our overall recommendations for use of the book.

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.

Book Review: Scaling Mathematics Education

2016 ◽  
Vol 47 (5) ◽  
pp. 552-556
Author(s):  
Bharath Sriraman
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
International Research ◽  
Mathematics Education Research ◽  
The Third ◽  
Research In Mathematics Education

The third edition of the Handbook of International Research in Mathematics Education (henceforth, HIRME) comes at an interesting time for the community of mathematics education researchers because it tackles two essential problems for the community, namely, (a) what constitutes “great challenges” for the field, in the opening chapter, and (b) how scalable mathematics education research is, in the concluding chapter.

(Mis)Taken Identities: Reclaiming Identities of the “Collective Black” in Mathematics Education Research Through an Exercise in Black Specificity

2017 ◽  
Vol 41 (1) ◽  
pp. 228-252 ◽  
Author(s):  
Maisie L. Gholson ◽  
Charles E. Wilkes
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Black Children ◽  
Research Literature ◽  
Mathematics Education Research ◽  
Social Identities ◽  
Identity Based ◽  
Mathematics Teaching And Learning ◽  
Research In Mathematics Education

This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002). Identity-based research in mathematics education is a burgeoning field that is disrupting narratives around the meanings of mathematical competence and brilliance. We argue that the identities of Black children as doers and knowers of mathematics are often confused (or mistaken) with stereotypical images of various social identities, as well as wrongly confiscated (or mis-taken), in order to perpetuate persistent narratives of inferiority, criminality, and general ineducability of these children. We use Black children as a particular example within the mathematics education research literature and argue that children within a so-called “collective Black” are subject to the same racial scripts that organize mathematics teaching and learning. While we acknowledge that important lines of identity-based research have emerged to reclaim the rightful identities of Black children and those within the collective Black, we conclude with a critique of this recent literature in which we note the troubling exclusion of girls and young children.

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.

Mathematics Education Research: 1983 in Review

1984 ◽  
Vol 15 (4) ◽  
pp. 316-318
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Mathematics Education Research ◽  
National Assessment ◽  
The Third ◽  
The Status ◽  
Future Of Education

The year 1983 was an exciting year in mathematics education. In April the results of the Third National Assessment in Mathematics were released, followed shortly by a number of national reports on the status and future of education in America. These reports reiterated the need for continued research on the teaching and learning of mathematics at all levels.

scholarly journals Mathematics Education Research Food For Thought With Flavours From Asia

2013 ◽  
Vol 3 (1) ◽  
pp. 55-71
Author(s):  
Allan Leslie White
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teaching And Learning ◽  
Meaningful Learning ◽  
Deep Understanding ◽  
Pedagogical Knowledge ◽  
Mathematics Education Research ◽  
The Other ◽  
Academic Standards ◽  
Reasoning Skills

This paper will dip into the wonderfully rich, internationally flavoured, mathematics education research smorgasbord. In more recent times the focus has concentrated upon the cook (the teacher) and the skills needed (pedagogical knowledge) to produce delightfully pleasing brain food to nourish the growth of students. However, if this focus ignores the other essential ingredients (context, students, parents, and policies) then the results do not meet expectations. These expectations are also many and varied and include academic standards and achievement, engagement and deep understanding, exciting and enjoyable teaching and learning, relevant and meaningful learning, and the development of thinking and reasoning skills. Mathematics education research is a source of many recipes for success, and where the various countries provide their own cultural flavours. This paper will attempt to provide a taste of a range of samples drawn from research in order to satisfy an assortment of expectations while providing food for further thought.

Review: The Mathematics of Popular Consumption

1996 ◽  
Vol 27 (2) ◽  
pp. 241-243
Author(s):  
Suzanne K. Damarin
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Philosophy Of Mathematics ◽  
Mathematics Education Research ◽  
Paradigm Shifts ◽  
Body Of Knowledge ◽  
Mathematics Educators ◽  
Community Of Researchers

Various forms of constructivism have been widely accepted among mathematics educators as describing not only the processes by which individual students learn mathematics, but also the development of mathematic itself as a body of knowledge. Constructivism has led to a revival of research in the philosophy of mathematics as a social-cultural-historical construction (Hersh, 1994) and to paradigm shifts in mathematics education research as we seek to understand the ways mathematics is learned and taught most effectively. Constructivism notwithstanding, however, accepted ideas of what is comprised in mathematics as a body of knowledge have not been significantly altered within the community of researchers and teachers who study. practice, and teach malhematics. the philosophy of mathematics, or mathematics education.

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