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Hiebert, James; Berk, Dawn; Miller, Emily; Gallivan, Heather; Meikle, Erin – Journal for Research in Mathematics Education, 2019
We investigated whether the mathematics studied in 2 content courses of an elementary teacher preparation program was retained and used by graduates when completing tasks measuring knowledge for teaching mathematics. Using a longitudinal design, we followed 2 cohorts of prospective teachers for 3 to 4 years after graduation. We assessed…
Descriptors: Correlation, Mathematics Instruction, Preservice Teachers, Elementary Education
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Krause, Christina M. – Journal for Research in Mathematics Education, 2019
This Brief Report addresses the fundamental role that sign language plays in the mathematics classroom of deaf and hard-of-hearing (DHH) students. Selected findings are gathered from an ongoing study of signs and gestures used by DHH students and their teachers when encountering and communicating mathematical ideas at a German special-needs school…
Descriptors: Sign Language, Mathematics Instruction, Deafness, Partial Hearing
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Clements, Douglas H.; Fuson, Karen C.; Sarama, Julie – Journal for Research in Mathematics Education, 2019
We respond to a call to analyze issues of curriculum standards and to present alternative storylines by addressing criticisms of the Common Core State Standards in early childhood. We describe a storyline from multiple media and evaluate this storyline's criticisms, focusing on the criticism that the standards are developmentally inappropriate. We…
Descriptors: Common Core State Standards, Mathematics Instruction, Mathematics Teachers, Kindergarten
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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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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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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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Cullen, Amanda; Eames, Cheryl L.; Cullen, Craig J.; Barrett, Jeffrey E.; Sarama, Julie; Clements, Douglas H.; Van Dine, Douglas W. – Journal for Research in Mathematics Education, 2018
We examine the effects of 3 interventions designed to support Grades 2-5 children's growth in measuring rectangular regions in different ways. We employed the microgenetic method to observe and describe conceptual transitions and investigate how they may have been prompted by the interventions. We compared the interventions with respect to…
Descriptors: Elementary School Students, Grade 2, Grade 3, Grade 4
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Lamb, Lisa A.; Bishop, Jessica Pierson; Philipp, Randolph A.; Whitacre, Ian; Schappelle, Bonnie P. – Journal for Research in Mathematics Education, 2018
In a cross-sectional study, 160 students in Grades 2, 4, 7, and 11 were interviewed about their reasoning when solving integer addition and subtraction open-number-sentence problems. We applied our previously developed framework for 5 Ways of Reasoning (WoRs) to our data set to describe patterns within and across participant groups. Our analysis…
Descriptors: Problem Solving, Grade 2, Grade 4, Grade 7
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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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Earnest, Darrell – Journal for Research in Mathematics Education, 2017
This article reports on elementary students' understanding of time in the context of common classroom manipulatives and notational systems. Students in Grades 2 (n = 72) and 4 (n = 72) participated in problem-solving interviews involving different clocks. Quantitative results revealed that students' performances were significantly different as a…
Descriptors: Time, Problem Solving, Elementary School Students, Elementary School Mathematics
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Langer-Osuna, Jennifer M. – Journal for Research in Mathematics Education, 2017
The field of mathematics education research has seen a resurgence of interest in understanding collaborative learning because students in K-12 classrooms are increasingly expected to make sense of mathematics problems together. This Research Commentary argues for the importance of understanding student authority relations in collaborative…
Descriptors: Mathematics Education, Cooperative Learning, Mathematics, Educational Research
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Izsák, Andrew; Jacobson, Erik – Journal for Research in Mathematics Education, 2017
Past studies have documented students' and teachers' persistent difficulties in determining whether 2 quantities covary in a direct proportion, especially when presented missing-value word problems. In the current study, we combine a mathematical analysis with a psychological perspective to offer a new explanation for such difficulties. The…
Descriptors: Preservice Teachers, Word Problems (Mathematics), Middle School Teachers, Mathematics Instruction
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English, Lyn D.; Watson, Jane M. – Journal for Research in Mathematics Education, 2016
The authors analyzed the development of 4th-grade students' understanding of the transition from experimental relative frequencies of outcomes to theoretical probabilities with a focus on the foundational statistical concepts of variation and expectation. After observing the decreasing variation from the theoretical probability as the sample size…
Descriptors: Elementary School Mathematics, Elementary School Students, Mathematical Concepts, Concept Formation
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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
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Whitacre, Ian; Nickerson, Susan D. – Journal for Research in Mathematics Education, 2016
This study examines how collective activity related to multiplication evolved over several class sessions in an elementary mathematics content course that was designed to foster prospective elementary teachers' number-sense development. We document how the class drew on as-if-shared ideas to make sense of multidigit multiplication in terms of…
Descriptors: Preservice Teachers, Multiplication, Elementary School Teachers, Elementary School Mathematics
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