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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

Gutstein, Eric – Journal for Research in Mathematics Education, 2016

This article provides an example of, and lessons from, teaching and learning critical mathematics in a Chicago public neighborhood high school with a social justice focus. It is based on a qualitative study of my untracked, 12th-grade mathematics class, a full-year enactment of mathematics for social and racial justice. Students were Black and…

Descriptors: Mathematics Instruction, Urban Schools, High Schools, Social Justice

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

Dimmel, Justin K.; Herbst, Patricio G. – Journal for Research in Mathematics Education, 2015

Geometry diagrams use the visual features of specific drawn objects to convey meaning about generic mathematical entities. We examine the semiotic structure of these visual features in two parts. One, we conduct a semiotic inquiry to conceptualize geometry diagrams as mathematical texts that comprise choices from different semiotic systems. Two,…

Descriptors: Geometry, Mathematics Instruction, Semiotics, Textbooks

Hackenberg, Amy J.; Lee, Mi Yeon – Journal for Research in Mathematics Education, 2015

To understand relationships between students' fractional knowledge and algebraic reasoning in the domain of equation writing, an interview study was conducted with 12 secondary school students, 6 students operating with each of 2 different multiplicative concepts. These concepts are based on how students coordinate composite units. Students…

Descriptors: Secondary School Mathematics, Equations (Mathematics), Mathematics Skills, Multiplication

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

Lynch, Kathleen; Star, Jon R. – Journal for Research in Mathematics Education, 2014

Although policy documents promote teaching students multiple strategies for solving mathematics problems, some practitioners and researchers argue that struggling learners will be confused and overwhelmed by this instructional practice. In the current exploratory study, we explore how 6 struggling students viewed the practice of learning multiple…

Descriptors: Mathematics Instruction, Algebra, Problem Solving, Learning Strategies

Nasir, Na'ilah Suad; de Royston, Maxine McKinney – Journal for Research in Mathematics Education, 2013

How issues of power and identity play out in mathematical practices are described by Na'ilah Suad Nasir and Maxine McKinney de Royston. Their article offers a perspective on how to better understand the sociopolitical nature of teaching and learning mathematics. They present data from studies of mathematics teaching and learning in out-of-school…

Descriptors: Mathematics Education, Power Structure, Self Concept, Sociocultural Patterns

Stinson, David W. – Journal for Research in Mathematics Education, 2013

This article shows how equity research in mathematics education can be decentered by reporting the "voices" of mathematically successful African American male students as they recount their experiences with school mathematics, illustrating, in essence, how they negotiated the White male math myth. Using post-structural theory, the…

Descriptors: African American Students, Males, High School Students, Academic Persistence

Esmonde, Indigo; Langer-Osuna, Jennifer M. – Journal for Research in Mathematics Education, 2013

Mathematics classrooms are conceptualized as heterogeneous spaces in which multiple figured worlds come into contact. The study explores how a group of high school students drew upon several figured worlds as they navigated mathematical discussions. (Contains 5 excerpts and 2 footnotes.)

Descriptors: Mathematics Instruction, Student Participation, Discussion (Teaching Technique), High School Students

Harwell, Michael R.; Post, Thomas R.; Medhanie, Amanuel; Dupuis, Danielle N.; LeBeau, Brandon – Journal for Research in Mathematics Education, 2013

This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college course taking for a sample of over 10,000 students from 32 postsecondary 4-year institutions. Three types of curricula were studied: National Science Foundation (NSF) funded curricula, the…

Descriptors: High Schools, Mathematics Instruction, Secondary School Mathematics, College Mathematics

Grouws, Douglas A.; Tarr, James E.; Chavez, Oscar; Sears, Ruthmae; Soria, Victor M.; Taylan, Rukiye D. – Journal for Research in Mathematics Education, 2013

This study examined the effect of 2 types of mathematics content organization on high school students' mathematics learning while taking account of curriculum implementation and student prior achievement. Hierarchical linear modeling with 3 levels showed that students who studied from the integrated curriculum were significantly advantaged over…

Descriptors: Secondary School Mathematics, Curriculum Implementation, Integrated Curriculum, High School Students

Tarr, James E.; Grouws, Douglas A.; Chavez, Oscar; Soria, Victor M. – Journal for Research in Mathematics Education, 2013

The authors examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11…

Descriptors: Mathematics Instruction, High School Students, Curriculum Implementation, Teaching Methods

Thompson, Denisse R.; Senk, Sharon L.; Johnson, Gwendolyn J. – Journal for Research in Mathematics Education, 2012

The nature and extent of reasoning and proof in the written (i.e., intended) curriculum of 20 contemporary high school mathematics textbooks were explored. Both the narrative and exercise sets in lessons dealing with the topics of exponents, logarithms, and polynomials were examined. The extent of proof-related reasoning varied by topic and…

Descriptors: Textbooks, Secondary School Mathematics, Mathematics Instruction, Mathematical Logic

Magiera, Marta T.; Zawojewski, Judith S. – Journal for Research in Mathematics Education, 2011

This exploratory study focused on characterizing problem-solving situations associated with spontaneous metacognitive activity. The results came from connected case studies of a group of 3 purposefully selected 9th-grade students working collaboratively on a series of 5 modeling problems. Students' descriptions of their own thinking during…

Descriptors: Video Technology, Metacognition, Grade 9, Problem Solving