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Radovic, Darinka; Black, Laura; Salas, Christian E.; Williams, Julian – Journal for Research in Mathematics Education, 2017

The construction of positive mathematical identities (MIs) is a complex and central issue in school mathematics, where girls are usually "counted out" of the field. This study explores positive MIs (high achiever and positive relationship with mathematics) of 3 girls. We employed a nested model of identity based on a case study approach…

Descriptors: Females, Mathematics Instruction, Mathematics, Foreign Countries

McGee, Ebony O. – Journal for Research in Mathematics Education, 2015

I introduce the construct of fragile and robust identities for the purpose of exploring the experiences that influenced the mathematical and racial identities of high-achieving Black college students in mathematics and engineering. These students maintained high levels of academic achievement in these fields while enduring marginalization,…

Descriptors: High Achievement, African American Students, College Students, Racial Factors

Inglis, Matthew; Foster, Colin – Journal for Research in Mathematics Education, 2018

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.…

Descriptors: Mathematics Education, Educational Research, Mathematics Teachers, History

Williams, Steven R.; Leatham, Keith R. – Journal for Research in Mathematics Education, 2017

We present the results of 2 studies, a citation-based study and an opinion-based study, that ranked the relative quality of 20 English-language journals that exclusively or extensively publish mathematics education research. We further disaggregate the opinion-based data to provide insights into variations in judgment of journal quality based on…

Descriptors: Periodicals, Mathematics Education, Journal Articles, Citation Analysis

Selling, Sarah Kate – Journal for Research in Mathematics Education, 2016

To learn mathematical practices, students need opportunities to engage in them. But simply providing such opportunities may not be sufficient to support all students. Simultaneously, explicitly teaching mathematical practices could be problematic if instruction becomes prescriptive. This study investigated how teachers might make mathematical…

Descriptors: Middle School Students, High School Students, Mathematics Education, Mathematics Instruction

Research Commentary. Establishing Mathematics Education as an Academic Field: A Constructive Odyssey

Steffe, Leslie P. – Journal for Research in Mathematics Education, 2013

Leslie Steffe, among the foremost mathematics education researchers in the world, has had a profound influence on three generations of researchers. In 2006, he received the first-ever Senior Scholar Award from the AERA Special Interest Group: Research in Mathematics for the excellence and seminal nature of his work. Steffe shares his thoughts…

Descriptors: Mathematics Education, Concept Formation, Constructivism (Learning), Interdisciplinary Approach

Lewis, Katherine E.; Fisher, Marie B. – Journal for Research in Mathematics Education, 2016

Although approximately 5-8% of students have a mathematical learning disability (MLD), researchers have yet to develop a consensus operational definition. To examine how MLD has been identified and what mathematics topics have been explored, the authors conducted a systematic review of 165 studies on MLD published between 1974 and 2013. To move…

Descriptors: Mathematics Education, Mathematics, Mathematics Instruction, Learning Disabilities

Leatham, Keith R.; Peterson, Blake E.; Stockero, Shari L.; Van Zoest, Laura R. – Journal for Research in Mathematics Education, 2015

The mathematics education community values using student thinking to develop mathematical concepts, but the nuances of this practice are not clearly understood. The authors conceptualize an important group of instances in classroom lessons that occur at the intersection of student thinking, significant mathematics, and pedagogical…

Descriptors: Mathematics Instruction, Teaching Methods, Mathematics Skills, Mathematical Concepts

Pérez, Arnulfo – Journal for Research in Mathematics Education, 2018

This theoretical article describes a framework to conceptualize computational thinking (CT) dispositions--"tolerance for ambiguity," "persistence," and "collaboration"--and facilitate integration of CT in mathematics learning. CT offers a powerful epistemic frame that, by foregrounding core dispositions and practices…

Descriptors: Mathematics Education, Thinking Skills, Secondary School Teachers, Mathematics Teachers

DeJarnette, Anna F.; González, Gloriana – Journal for Research in Mathematics Education, 2015

Given the prominence of group work in mathematics education policy and curricular materials, it is important to understand how students make sense of mathematics during group work. We applied techniques from Systemic Functional Linguistics to examine how students positioned themselves during group work on a novel task in Algebra II classes. We…

Descriptors: Algebra, Mathematics Instruction, Group Activities, Group Dynamics

Lobato, Joanne; Hohensee, Charles; Rhodehamel, Bohdan – Journal for Research in Mathematics Education, 2013

Even in simple mathematical situations, there is an array of different mathematical features that students can attend to or notice. What students notice mathematically has consequences for their subsequent reasoning. By adapting work from both cognitive science and applied linguistics anthropology, we present a focusing framework, which treats…

Descriptors: Mathematics Instruction, Algebra, Mathematical Logic, Logical Thinking

Wilhelm, Anne Garrison – Journal for Research in Mathematics Education, 2014

This study sought to understand how aspects of middle school mathematics teachers' knowledge and conceptions are related to their enactment of cognitively demanding tasks. I defined the enactment of cognitively demanding tasks to involve task selection and maintenance of the cognitive demand of high-level tasks and examined those two…

Descriptors: Mathematics Teachers, Middle School Teachers, Pedagogical Content Knowledge, Mathematics Instruction

Kitchen, Richard; Berk, Sarabeth – Journal for Research in Mathematics Education, 2017

In our response to Clements and Sarama (2017), we address the 5 issues that they identify as criticisms of our Research Commentary (Kitchen & Berk, 2016). As in our original commentary, we highlight concerns we have regarding the delivery of [computer-assisted instruction] CAI programs and potential misuses of CAI, particularly at Title I…

Descriptors: Computer Assisted Instruction, Access to Education, Advantaged, Mathematical Logic

Copur-Gencturk, Yasemin – Journal for Research in Mathematics Education, 2015

In this study, I examined the relationship between teachers' mathematical knowledge and instruction. Twenty-one K-8 teachers who were enrolled in a master's program were followed for 3 years to study how their mathematical knowledge and teaching changed over time. The results of multilevel growth models indicated that gains in teachers'…

Descriptors: Elementary School Teachers, Secondary School Teachers, Mathematics, Masters Programs

Star, Jon R. – Journal for Research in Mathematics Education, 2018

The present issue of "JRME" features three articles--Melhuish (2018; see EJ1167195); Jamil, Larsen, and Hamres (2018; see EJ1167178); and Thanheiser (2018; see EJ1167179)--that involve, at least to some degree, replication of prior published studies. In each of these articles, the authors provide a clear rationale for the importance of…

Descriptors: Replication (Evaluation), Writing for Publication, Relevance (Education), Educational Research