The curriculum resources used for teaching secondary mathematics vary considerably from school to school. Some schools base their teaching largely on a single published scheme, while others design their own schemes of learning, curating their resources from a range of (often free) online sources. Both approaches seem problematic from the…

There is a growing movement to silence those mathematics teacher educators who firmly stand up for the rights of students who are Indigenous, Latinx, and Black. In this article, Rochelle Gutiérrez argues that rather than being intimidated or slowing down their work, mathematics teachers need to be even clearer in their mission to dismantle White…

A transcribed conversation between a mathematics educator and a disability studies educator is presented to highlight cross-disciplinary dialog as a fruitful space for recursive and reflexive engagement from which may emerge concepts to further both mathematics and disability education. The opening question, "How can I know what's possible in…

Erich Christian Wittmann is one of the primary founders of mathematics education research as an autonomous field of work and research in Germany. The interview presented here reflects on his role in promoting mathematics education as a design science. The interview addresses the following topics: (1) The importance of subject matter in…

This is a methodological critique of research by the Best Practice in Grouping Students (BPGS) project claiming teacher bias in allocating students to first-year secondary school mathematics teaching sets ("British Educational Research Journal," 45(4), 873-897 [EJ1223692]). The research assumes that bias could be shown by non-random…

James Russo begins a discussion of the difficulty and time-consuming activity of Googling to find lesson plans and resources to keep his lessons more interesting and engaging, since such resources seem particularly scarce for math teachers. Russo writes that joining professional associations has given him ready access to higher quality resources…

Mathematics education has benefited from qualitative methodological approaches over the past 40 years across diverse topics. Although the number, type, and quality of qualitative research studies in mathematics education has changed, little is known about how a collective body of qualitative research findings contributes to our understanding of a…

In this article, the author asserts that asking and responding to diagnostic questions is the single most important part of teaching secondary school mathematics. He notes the importance of formative assessment and recommends a formative assessment strategy that requires students to be public about their answers to questions, displaying their…

Metaphor and metonymy are two ways people make meaning; two ways they perform transformations between thought and language and within both thought and language. In St. Augustine's language these two processes could be pictured as vertical or horizontal movements either from the world of signs to "reality" or within the world of signs itself. In…

During a 2019 workshop, the American Association of Universities (AAU) convened experts involved in leading, researching, evaluating and funding efforts to transform undergraduate STEM (Science, Technology, Engineering, and Mathematics) teaching across all sectors of higher education. The goal was to synthesize essential issues and challenges in…

In May 2008, the National Assessment Program--Literary and Numeracy (NAPLAN) conducted nation-wide tests for reading, writing, language conventions, and numeracy. A national assessment program of this kind should provide the stimulus for macro-level (systemic) analytical studies and micro-level (individual school and/or class) analytical studies…

Rochelle Gutiérrez has spent 15 years researching effective, urban high school mathematics departments that served Black, Latin@ and low-income adolescents (see, e.g., Gutiérrez, 1996, 1999a, 1999b, 2000, 2002). These were schools where students took more mathematics than was required by their district; where English learners, recent immigrants,…

In this commentary, Danny Martin describes five key take-aways and two sets of questions that arose from his reading of "Principles to Actions: Ensuring Mathematics Success for All (National Council of Teachers of Mathematics [NCTM], 2014). Martin begins by noting that "Principles to Actions" is clearly a political document that…

In this piece, the authors respond to the idea of being "alongside" students when teaching mathematics, describing what this concept means to them and how preparation may alternately help or hinder its implementation in the classroom.

The purpose of this article is to consider what methods from ethnopoetics--a field at the intersection of linguistics and anthropology--may add to narrative inquiry in mathematics education. I build a theoretical framework to argue for the use of narrative inquiry and ethnopoetics in studies of teacher knowledge. I report ethnopoetic analyses of…