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.

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.

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 Aspectos metodológicos da pesquisa em Educação Matemática: rumos e perspectivasMethodological aspects of research in Mathematics Education: directions and perspectives

2021 ◽  
Vol 22 (3) ◽  
pp. 65-83
Author(s):  
Bernardete Angelina Gatti
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Empirical Research ◽  
Mathematical Education ◽  
Research Methodologies ◽  
Mathematic Education Research ◽  
School Learning ◽  
Mathematic Education ◽  
Methodological Aspects ◽  
Research In Mathematics Education

ResumoNeste artigo são apresentadas algumas das concepções que se observam, explicitamente ou subjacentemente, no relato de pesquisas na área da educação matemática, as quais orientam seu desenvolvimento, fins e resultados. As concepções destacadas se entrelaçam com várias formas e caminhos possíveis para levantar dados e analisar o que é obtido em investigações no que se refere às situações de ensino e de aprendizagem escolar, ou, a processos formativos de diferentes naturezas e níveis. Não há hierarquização entre elas, não são necessariamente mutuamente excludentes, e, cada uma traz contribuições a serem consideradas nos limites de suas perspectivas.Palavras-chave:  Educação matemática, Metodologias de pesquisa, Concepções de pesquisa, Formação do pesquisador. AbstractIn this article, is exposed an analytic view of conceptions that we can observe in reports of research in the field of mathematical education. They guide the purpose, proceedings and results of the investigation and they interweave the ways and research means of obtaining data. This analysis is done by observing reports of empirical research on school learning or about process of teachers’ education. There are no hierarchy between then and they are not mutually exclusive. Each one brings their contribution that can be considered in their perspectives and limits.Keywords: Mathematic education, Research methodologies, Research conceptions, Researchers’ education. ResumenEn este artículo se analizan concepciones observables, directamente o no, en relatos de investigaciones científicas en el campo de la educación matemática. Esas concepciones orientan los procedimientos investigativos, los análisis de los resultados y sus fines. Ellas están entrelazadas con los caminos de búsqueda de datos y conclusiones. Las investigaciones tratadas dicen respecto a situaciones de la enseñanza y del aprendizaje en la escuela o a procesos de formación de varios tipos, mayormente, la formación de docentes. No hay jerarquía entre ellas, no son mutuamente excluyentes, y cada una aporta su contribución específica.Palabras-clave: Educación matemática; metodologías de la investigación; concepciones de investigación; formación de investigadores. 

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).

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.

Editorial: Research Articles Can Be Helpful to Practitioners

2010 ◽  
Vol 41 (1) ◽  
pp. 2-5
Author(s):  
Glendon W. Blume
Keyword(s):  
Professional Development ◽  
Education Research ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Mathematics Education Research ◽  
Research Articles ◽  
Research Journal ◽  
Mathematics Coaches ◽  
Research In Mathematics Education

Because JRME is a research journal, its value to those who conduct research in mathematics education is obvious. What may not be as obvious, however, is that JRME articles also have the potential to benefit another audience, namely, mathematics education practitioners. Research articles in JRME (and those in other mathematics education research journals, as well) can offer to practitioners helpful information and a variety of tools that have the potential to be useful in their work. The variety of “practitioners” who can benefit from research articles in JRME includes those who teach mathematics at the prekindergarten through collegiate levels, teacher educators who work with prospective mathematics teachers at any of those levels, mathematics coaches or supervisors who serve as school- or district-based leaders for groups of mathematics teachers, teacher educators who engage in-service mathematics teachers in professional development, and even researchers who teach others about mathematics education research.

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: 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.

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.

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