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Norton, Anderson; Wilkins, Jesse L. M.; Xu, Cong ze – Journal for Research in Mathematics Education, 2018
Through their work on the Fractions Project, Steffe and Olive (2010) identified a progression of fraction schemes that describes students' development toward more and more sophisticated ways of operating with fractions. Although several quantitative studies have affirmed this progression, the question has remained open as to whether it is specific…
Descriptors: Foreign Countries, Fractions, Mathematics Instruction, Grade 5
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Reinholz, Daniel L.; Shah, Niral – Journal for Research in Mathematics Education, 2018
Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, we propose equity analytics as a quantitative approach to analyzing aspects of equity and inequity in classrooms. We introduce a classroom observation tool that focuses on relatively…
Descriptors: Teaching Methods, Mathematics Instruction, Equal Education, Statistical Analysis
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Darragh, Lisa – Journal for Research in Mathematics Education, 2018
Images of mathematics and mathematicians are often negative and stereotyped. These portrayals may work to construct our impressions of mathematics and influence students' identity with and future participation in the subject. This study examined young adult fiction as a context in which school mathematics is portrayed and constructed. I used…
Descriptors: Adolescent Literature, Fiction, Mathematics Education, Negative Attitudes
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Bannister, Nicole A. – Journal for Research in Mathematics Education, 2018
Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden…
Descriptors: Mathematics Teachers, Teacher Collaboration, Communities of Practice, Theory Practice Relationship
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Schoenfeld, Alan H. – Journal for Research in Mathematics Education, 2018
In this Research Commentary, the author explores what is meant by "teaching for understanding" and delves into these questions: How does teaching for understanding interact with the backgrounds of the students who experience it or the attributes of the contexts in which they learn? Which empirical findings are context dependent, and…
Descriptors: Mathematics Instruction, Mathematical Concepts, Concept Formation, Comprehension
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Jamil, Faiza M.; Larsen, Ross A.; Hamre, Bridget K. – Journal for Research in Mathematics Education, 2018
The current study uses a large, nationally representative data set and a new method for computing teacher expectations to better understand the developmental effect of mathematics teacher expectations on future student achievement. The study utilizes autoregressive cross-lagged models with 5 time points between kindergarten and 8th grade as well…
Descriptors: Teacher Expectations of Students, Mathematics Achievement, Elementary Secondary Education, Longitudinal Studies
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Thanheiser, Eva – Journal for Research in Mathematics Education, 2018
Elementary prospective school teachers (PSTs) often struggle to understand why they need to relearn the mathematics that they think they already know. In this set of replication studies, I address this struggle in 3 ways: First, by increasing and varying the participant pool, I replicate Thanheiser's (2009) study, which shows that PSTs do not yet…
Descriptors: Preservice Teachers, Elementary School Teachers, Interviews, Correlation
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Melhuish, Kathleen; Thanheiser, Eva – Journal for Research in Mathematics Education, 2018
The authors present two sets of replication studies and aim to confirm, refute, and expand prior work.
Descriptors: Replication (Evaluation), Generalizability Theory, Research Methodology, Fidelity
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Melhuish, Kathleen – Journal for Research in Mathematics Education, 2018
Many studies in mathematics education research occur with a nonrepresentative sample and are never replicated. To challenge this paradigm, I designed a large-scale study evaluating student conceptions in group theory that surveyed a national, representative sample of students. By replicating questions previously used to build theory around student…
Descriptors: Replication (Evaluation), Scientific Research, Mathematics Education, Program Validation
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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
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Ing, Marsha; Samkian, Artineh – Journal for Research in Mathematics Education, 2018
There are great opportunities and challenges to sharing large-scale mathematics classroom observation data. This Research Commentary describes the methodological opportunities and challenges and provides a specific example from a mathematics education research project to illustrate how the research questions and framework drove observational…
Descriptors: Mathematics Instruction, Research Projects, Teaching Methods, Classroom Techniques
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Sun, Kathy Liu – Journal for Research in Mathematics Education, 2018
The belief that mathematics ability is a fixed trait is particularly common and may be a key reason for many students' disinterest and underperformance in mathematics. This study investigates how mathematics teaching practices might contribute to students' beliefs about mathematics ability being a fixed or malleable trait (mindset). Through a…
Descriptors: Mathematics Instruction, Mathematics Skills, Student Attitudes, Teaching Methods
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Sadler, Philip; Sonnert, Gerhard – Journal for Research in Mathematics Education, 2018
This study addresses a longstanding question among high school mathematics teachers and college mathematics professors: Which is the best preparation for college calculus-- (a) a high level of mastery of mathematics considered preparatory for calculus (algebra, geometry, precalculus) or (b) taking calculus itself in high school? We used a data set…
Descriptors: Secondary School Mathematics, High School Students, Mathematics Instruction, Calculus
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Aguirre, Julia; Herbel-Eisenmann, Beth; Celedón-Pattichis, Sylvia; Civil, Marta; Wilkerson, Trena; Stephan, Michelle; Pape, Stephen; Clements, Douglas H. – Journal for Research in Mathematics Education, 2017
In this commentary, the authors explore how mathematics education research and the decisions mathematics education researchers (MERs) make to include (or not) an equity lens are not just choices; rather, they are political acts. MERs must take a hard look at themselves as human beings shaped by the political landscape of their different histories…
Descriptors: Mathematics Education, Educational Research, Mathematics, Responsibility
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Jacobson, Erik D. – Journal for Research in Mathematics Education, 2017
This study (n = 1,044) used data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between field experience focus (instruction- or exploration-focused), duration, and timing (early or not) and prospective elementary teachers' intertwined knowledge and beliefs about mathematics and mathematics…
Descriptors: Field Experience Programs, Preservice Teachers, Knowledge Level, Knowledge Base for Teaching
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