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Showing 1 to 15 of 339 results Save | Export
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Adiredja, Aditya P.; Louie, Nicole – For the Learning of Mathematics, 2020
Despite advances toward equity, mathematics education continues to be entangled with deficit discourses at every level. Here, we analyze the webs of meaning that comprise deficit discourses. We show how these discourses are supported by seemingly neutral narratives about what counts as mathematics and narratives about students from marginalized…
Descriptors: Mathematics Education, Equal Education, Social Bias, At Risk Students
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Skovsmose, Ole – For the Learning of Mathematics, 2020
The article identifies three narratives about mathematics education. The first claims that mathematics is a wonderful subject, which provides a true foundation for human knowledge and progress. The second presents mathematics as a suspicious subject, which serves functions of oppression. The third highlights that mathematics has critical…
Descriptors: Mathematics Education, Social Influences, Mathematics, Political Issues
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Niss, Mogens – For the Learning of Mathematics, 2019
The purpose of this paper is to discuss a phenomenon that has evolved in mathematics education research journal articles during the last three decades, namely the 'ideal-typical' research paper. By not reflecting today's multi-faceted reality of the field, the ideal-typical research paper represents a far too narrow and rigid understanding of…
Descriptors: Mathematics Education, Educational Research, Journal Articles, Text Structure
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Thouless, Helen; Gifford, Sue – For the Learning of Mathematics, 2019
In this article we compare two frameworks for analysing young children's responses to the task of copying and extending a 6-dot triangle pattern. We used Mulligan & Mitchelmore's Awareness of Mathematical Pattern and Structure (AMPS) and then Biggs & Collis' SOLO taxonomy, both of which provide criteria for assigning levels. In comparison…
Descriptors: Preschool Children, Pattern Recognition, Geometric Concepts, Disadvantaged Youth
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Staats, Susan; Laster, Lori Ann – For the Learning of Mathematics, 2019
This comment on Gascón & Nicolás (2017) explores relationships between mathematics education research and conceptualizations of time. Using Fabian's critique of temporal perspectives in anthropological research (1983) and Lemke's framework of timescales (2000), we consider ways in which implicit attitudes towards time in research can position…
Descriptors: Time Perspective, Time, Teaching Methods, Mathematical Concepts
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Norton, Anderson – For the Learning of Mathematics, 2019
Felix Klein's Erlangen program classifies geometries based on the kinds of geometric transformations that preserve key properties of their figures, rather than focusing on the geometric figures themselves. This shift in perspective, from figurative to operative, fits Piaget's characterization of mathematical development. This paper considers how…
Descriptors: Mathematics Education, Mathematics Instruction, Instructional Effectiveness, Geometry
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Heyd-Metzuyanim, Einat – For the Learning of Mathematics, 2019
In this theoretical paper, I examine the similarities and incommensurabilties between studies using the term "beliefs", and discursive frameworks studying "identity". I start by reviewing critiques against beliefs research voiced from discourse and socio-culturally oriented researchers in the field of mathematics education. I…
Descriptors: Self Concept, Mathematics Education, Beliefs, Sociocultural Patterns
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Wasserman, Nicholas – For the Learning of Mathematics, 2019
In combinatorics, combinatorial notation, e.g., C(n, r), is explicitly defined as a numerical value, a cardinality. Yet, we do not use another symbol to signify the set of outcomes--the collection of objects being referenced, whose cardinality is, for example, C(n, r). For an expert, this duality in notation, of signifying both cardinality and…
Descriptors: Mathematics Education, Mathematical Concepts, Symbols (Mathematics), Equations (Mathematics)
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Tomaz, Vanessa Sena; David, Maria Manuela – For the Learning of Mathematics, 2018
Our aim is to discuss some choices of communicational artifacts made by Maxakali Brazilian Indigenous students to register and operate with numbers in a mathematics education course, and how these choices reflect in the ongoing classroom activity. We rely on Activity Theory to analyze an activity involving them and discuss how the choice of…
Descriptors: Foreign Countries, Indigenous Populations, Minority Group Students, Mathematics Education
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Davis, Brent – For the Learning of Mathematics, 2018
Based on input from several scholars, Gascón and Nicolás (2017) attempted "to start a dialogue aimed at laying the foundations for a better understanding and a scientific cooperation between different theories in Didactics." Consistent with that goal, I examine uninterrogated assumptions that shaped their analysis. I assert that such…
Descriptors: Mathematics Education, Educational Research, Educational Theories, Ideology
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Paoletti, Teo; Moore, Kevin C. – For the Learning of Mathematics, 2018
Supporting students developing understandings of function has been a notoriously elusive task in mathematics education. We present Thompson and Carlson's (2017) description of a covariational meaning of function and provide an example of a student who maintains meanings compatible with this description. We use this student's activity to illustrate…
Descriptors: Mathematics Education, Mathematical Concepts, Knowledge Level, Comprehension
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Alshwaikh, Jehad – For the Learning of Mathematics, 2018
This article suggests a tool for analysing diagrams in mathematical texts. The starting point for this tool is Halliday's Systemic Functional Grammar (SFG), which considered language as a social practice. Kress and Van Leeuwen (2006) applied Halliday's SFG to images, suggesting a grammar for reading images. Morgan (1996) adopted Halliday's SFG and…
Descriptors: Mathematics Education, Visual Aids, Semiotics, Grammar
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Skovsmose, Ole – For the Learning of Mathematics, 2018
The notion of social justice has been addressed from the perspective of 'ethical realism' and 'ethical anarchistic'. Here, however, the possibility of 'ethical constructivism' becomes formulated. With departure in Rawls' description of an idealised meeting defining social justice, the initial steps into ethical constructivism become taken.…
Descriptors: Social Justice, Ethics, Mathematics Education, Constructivism (Learning)
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Komatsu, Kotaro; Fujita, Taro; Jones, Keith; Naoki, Sue – For the Learning of Mathematics, 2018
Kitcher's idea of 'explanatory unification', while originally proposed in the philosophy of science, may also be relevant to mathematics education, as a way of enhancing student thinking and achieving classroom activity that is closer to authentic mathematical practice. There is, however, no mathematics education research treating explanatory…
Descriptors: Mathematics Education, Grade 8, Mathematical Concepts, Thinking Skills
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Lerman, Stephen – For the Learning of Mathematics, 2018
Many predominantly English-speaking countries have problems understanding the notion of "didactics" as it is used in many European and other countries. The term appears almost exclusively in the UK as a description of a form of teaching which in recent decades has been seen pejoratively. Didactic teaching is taken to mean teaching with…
Descriptors: Mathematics Education, Teaching Methods, Didacticism, Value Judgment
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