Publication Date

In 2023 | 0 |

Since 2022 | 13 |

Since 2019 (last 5 years) | 69 |

Since 2014 (last 10 years) | 159 |

Since 2004 (last 20 years) | 348 |

Descriptor

Source

Journal for Research in… | 1183 |

Author

Publication Type

Education Level

Audience

Researchers | 145 |

Practitioners | 71 |

Teachers | 46 |

Policymakers | 2 |

Location

California | 13 |

United States | 12 |

Israel | 9 |

Japan | 7 |

Netherlands | 6 |

Texas | 6 |

Australia | 5 |

Brazil | 5 |

China | 5 |

Canada | 4 |

New Zealand | 4 |

More ▼ |

Laws, Policies, & Programs

No Child Left Behind Act 2001 | 3 |

Brown v Board of Education | 1 |

G I Bill | 1 |

Plessy v Ferguson | 1 |

Assessments and Surveys

What Works Clearinghouse Rating

Meets WWC Standards without Reservations | 3 |

Meets WWC Standards with or without Reservations | 4 |

Does not meet standards | 9 |

Bishop, Jessica Pierson; Hardison, Hamilton L.; Przybyla-Kuchek, Julia – Journal for Research in Mathematics Education, 2022

Responsiveness to students' mathematical thinking is a characteristic of classroom discourse that reflects the extent to which students' mathematical ideas are present, attended to, and taken up as the basis for instruction. Using the Mathematically Responsive Interaction (MRI) Framework and data from 11 middle-grades classrooms, we illustrate…

Descriptors: Middle School Students, Mathematics Instruction, Mathematical Logic, Thinking Skills

Weber, Keith; Mejía-Ramos, Juan Pablo; Volpe, Tyler – Journal for Research in Mathematics Education, 2022

Many mathematics educators believe a goal of instruction is for students to obtain conviction and certainty in mathematical statements using the same types of evidence that mathematicians do. However, few empirical studies have examined how mathematicians use proofs to obtain conviction and certainty. We report on a study in which 16 advanced…

Descriptors: Mathematical Logic, Evidence, Credibility, Doctoral Students

Jasien, Lara; Horn, Ilana – Journal for Research in Mathematics Education, 2022

We build on mathematicians' descriptions of their work and conceptualize mathematics as an aesthetic endeavor. Invoking the anthropological meaning of practice, we claim that mathematical aesthetic practices shape meanings of and appreciation (or distaste) for particular manifestations of mathematics. To see learners' spontaneous mathematical…

Descriptors: Aesthetics, Mathematics Instruction, Play, Teaching Methods

Kokka, Kari – Journal for Research in Mathematics Education, 2022

Caring for student affect when teaching social justice mathematics (SJM) is important because discussions of social inequities may elicit emotional responses from students. This article extends previous conceptualizations of SJM, which typically encompass dual goals of teaching dominant and critical mathematics, by theorizing a third set of…

Descriptors: Social Justice, Mathematics Education, Educational Objectives, Public Schools

Battey, Dan; Amman, Kristen; Leyva, Luis A.; Hyland, Nora; McMichael, Emily Wolf – Journal for Research in Mathematics Education, 2022

Precalculus and calculus are considered gatekeeper courses because of their academic challenge and status as requirements for STEM (science, technology, engineering, and mathematics) and non-STEM majors alike. Despite college mathematics often being seen as a neutral space, the field has identified ways that expectations, interactions, and…

Descriptors: Racial Differences, Gender Differences, Mathematics Education, Algebra

van Es, Elizabeth A.; Hand, Victoria; Agarwal, Priyanka; Sandoval, Carlos – Journal for Research in Mathematics Education, 2022

Teachers' noticing of classroom activity shapes who is invited to participate, who is valued, and whose forms of knowing are included in mathematics classrooms. We introduce a framework for multidimensional noticing for equity that captures the stretch and expanse of teachers' attention and sense making of the local, sociocultural, and historical…

Descriptors: Mathematics Instruction, Teaching Methods, Class Activities, Disadvantaged

Brantlinger, Andrew – Journal for Research in Mathematics Education, 2022

This article presents a philosophical and pragmatic critique of critical mathematics (CM) and current vocational mathematics (VM) in the United States. I argue that, despite differences, CM and VM advocates share the view that the inauthentic contextualization of secondary mathematics does particular harm to students from historically marginalized…

Descriptors: Mathematics Education, Disadvantaged, Minority Groups, Secondary School Curriculum

Kim, Jihyun; Frank, Kenneth; Youngs, Peter; Salloum, Serena; Bieda, Kristen – Journal for Research in Mathematics Education, 2022

Teacher evaluation policies have been central to policy efforts to enhance teaching quality. At the same time, ambitious mathematics instruction has been emphasized by teacher education programs as well as by the Common Core State Standards. Drawing on observation and survey data from early-career teachers, this study examines how teachers'…

Descriptors: Teacher Evaluation, Mathematics Instruction, Beginning Teachers, Teacher Attitudes

Shultz, Mollee C. – Journal for Research in Mathematics Education, 2022

This article addresses why instructors choose to not use inquiry-oriented instructional practices (IO-IPs) even if they believe the practices are beneficial. A national sample of undergraduate mathematics instructors (N = 269) responded to questionnaires on their use of IO-IPs, beliefs on student learning, and recognition of professional…

Descriptors: Undergraduate Students, Mathematics Instruction, Teaching Methods, Inquiry

Reinholz, Daniel; Johnson, Estrella; Andrews-Larson, Christine; Stone-Johnstone, Amelia; Smith, Jessica; Mullins, Brooke; Fortune, Nicholas; Keene, Karen; Shah, Niral – Journal for Research in Mathematics Education, 2022

This article investigates the implementation of inquiry-oriented instruction in 20 undergraduate mathematics classrooms. In contrast to conventional wisdom that active learning is good for all students, we found gendered performance differences between women and men in the inquiry classes that were not present in a noninquiry comparison sample.…

Descriptors: Active Learning, Equal Education, Inquiry, Undergraduate Students

Corven, Julien; DiNapoli, Joseph; Willoughby, Laura; Hiebert, James – Journal for Research in Mathematics Education, 2022

We investigated how the time elementary preservice teachers (PSTs) spent studying certain mathematics topics during teacher education coursework was related to performance on teaching-related tasks administered after graduation. In two studies, participants completed tasks assessing their specialized content knowledge (SCK) for teaching 12…

Descriptors: Preservice Teachers, Elementary Education, Mathematics Instruction, Time Factors (Learning)

Prediger, Susanne; Erath, Kirstin; Weinert, Henrike; Quabeck, Kim – Journal for Research in Mathematics Education, 2022

Empirical evidence exists that enhancing students' language can promote the mathematics learning of multilingual students at risk, whereas other target groups (e.g., monolingual students, successful students, both with diverse academic language proficiency) have hardly been considered. This cluster-randomized controlled trial (N = 589)…

Descriptors: Language Usage, Mathematics Instruction, Randomized Controlled Trials, Multilingualism

Melhuish, Kathleen; Thanheiser, Eva; White, Alexander; Rosencrans, Brenda; Shaughnessy, J. Michael; Foreman, Linda; Riffel, Andrew; Guyot, Layla – Journal for Research in Mathematics Education, 2022

This article contributes to the larger narrative around what makes a mathematics professional development (PD) successful and in what ways. We share a research-based PD model that was implemented in elementary schools in an urban school district for 3 years. The model uses a pseudo lesson study approach and emphasizes standards-based instruction.…

Descriptors: Mathematics Teachers, Professional Development, Elementary School Teachers, Urban Schools

Joseph, Nicole M.; Frank, Toya Jones; Elliott, Taqiyyah Y. – Journal for Research in Mathematics Education, 2021

The purpose of this commentary is to acknowledge, illuminate, and counter the noticeable silences in the investigations of mathematics education researchers who conduct equity research with Black communities and other marginalized groups. For far too long, these communities have experienced a lengthy and complicated history of structural barriers;…

Descriptors: African American Teachers, African American Students, Mathematics Education, Teaching Experience

Supovitz, Jonathan A.; Ebby, Caroline B.; Remillard, Janine T.; Nathenson, Robert – Journal for Research in Mathematics Education, 2021

In this article, we use a two-dimensional assessment to examine the experimental impacts of a mathematics learning trajectory-oriented formative assessment program on student strategies for problems involving multiplication and division. Working from the theory that the development of students' multiplicative reasoning involves improvements in…

Descriptors: Accuracy, Problem Solving, Mathematics Instruction, Formative Evaluation