Connecting Research to Teaching: Making the Right (Discourse) Moves: Facilitating Discussions in the Mathematics Classroom

2006 ◽  
Vol 100 (2) ◽  
pp. 105-109
Author(s):  
G. T. Springer ◽  
Thomas Dick
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Classroom ◽  
Mathematics Education Research ◽  
Mathematical Discourse ◽  
Classroom Discussion ◽  
Special Role ◽  
Mathematics Classrooms ◽  
Principles And Standards ◽  
The Right

The mathematics classroom envisioned by the NCTM Principles and Standards (2000) is one in which teachers deliver fewer monologues and engage in more dialogues with students. The teacher is not an ordinary participant in mathematics classroom discussion but plays a special role in facilitating and steering discourse. Calls for encouraging discourse in mathematics classrooms are pervasive, and the analysis of discourse has become a prominent theme in current mathematics education research. Nevertheless, while many teachers may feel the goal is a worthy one, some may also feel at a loss as to the specific strategies or techniques that may be used to encourage and facilitate meaningful mathematical discourse among their students.

Research Commentary: Raising Concerns About Sharing and Reusing Large-Scale Mathematics Classroom Observation Video Data

2018 ◽  
Vol 49 (3) ◽  
pp. 247-260
Author(s):  
Marsha Ing ◽  
Artineh Samkian
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Large Scale ◽  
Mathematics Classroom ◽  
Classroom Observation ◽  
Mathematics Education Research ◽  
Video Data ◽  
Observation Data ◽  
Research Project ◽  
Research Questions

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 choices, and how these choices might constrain or limit sharing of data for other research purposes.

Using Propensity Scores to Reduce Selection Bias in Mathematics Education Research

2010 ◽  
Vol 41 (2) ◽  
pp. 147-168 ◽  
Author(s):  
Suzanne E. Graham
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Propensity Score ◽  
Selection Bias ◽  
Propensity Scores ◽  
Mathematics Education Research ◽  
Causal Inferences ◽  
Propensity Score Methods ◽  
Mathematics Classrooms ◽  
The Impact

Selection bias is a problem for mathematics education researchers interested in using observational rather than experimental data to make causal inferences about the effects of different instructional methods in mathematics on student outcomes. Propensity score methods represent 1 approach to dealing with such selection bias. This article describes general principles underlying propensity score methods and illustrates their application to mathematics education research using 2 examples investigating the impact of problem-solving emphasis in mathematics classrooms on students' subsequent mathematics achievement and course taking. Limitations of the method are discussed.

Rousing Mathematics Classroom Discourse out of the Ice Age

2014 ◽  
Vol 45 (3) ◽  
pp. 397-400
Author(s):  
Victoria Hand ◽  
Tamsin Meaney
Keyword(s):  
Mathematics Education ◽  
Classroom Discourse ◽  
Mathematics Classroom ◽  
Mathematical Discourse ◽  
Ice Age ◽  
Cultural Hybridity ◽  
Global Culture ◽  
Mathematics Classrooms ◽  
Hierarchical Nature

Our connected world is exploding with images and sounds of cultural hybridity and fluidity. Mathematics classrooms, however, remain frozen in time. One consequence of this inertia is that mathematics education, rather than being a way to provide opportunities that lead to better lives for students, continues to limit those opportunities by reproducing existing societal inequities (Ernest, 2009). The inertia continues despite Herculean efforts by a range of stakeholders in mathematics education to broaden and diversify the voices participating in classroom mathematical conversations. What does the contrast between the increasingly dynamic and “flattened” (Friedman, 2005) nature of our global culture and the static and hierarchical nature of the mathematics classroom have to do with a book about classroom mathematical discourse and issues of equity?

Authority, Identity, and Collaborative Mathematics

2017 ◽  
Vol 48 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Jennifer M. Langer-Osuna
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Collaborative Learning ◽  
Mathematics Learning ◽  
Mathematics Education Research ◽  
Mathematics Classrooms ◽  
Mathematics Problems ◽  
Authority Relations ◽  
K 12 ◽  
Future Work

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 mathematics classrooms. How intellectual authority becomes constructed, organized, and distributed among students has implications for both mathematics learning and the development of mathematics-linked identities. This research commentary suggests directions for future work to gain clarity on the mechanisms that undergird the distribution of authority in order to support powerful mathematics classrooms.

scholarly journals Exemplifying a Model-Eliciting Task for Primary School Pupils

2011 ◽  
Vol 1 (1) ◽  
pp. 65-74
Author(s):  
Chan Chun Ming Eric ◽  
Wanty Widjaja ◽  
Ng Kit Ee Dawn
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematical Modelling ◽  
Primary School ◽  
Real World ◽  
Primary Schools ◽  
Mathematics Classroom ◽  
Mathematics Education Research ◽  
Primary School Pupils ◽  
Real World Problems

Mathematical modelling is a field that is gaining prominence recently in mathematics education research and has generated interests in schools as well. In Singapore, modelling and applications are included as process components inrevised 2007 curriculum document (MOE, 2007) as keeping to reform efforts. InIndonesia, efforts to place stronger emphasis on connecting school mathematicswith real-world contexts and applications have started in Indonesian primary schools with the Pendidikan Realistik Matematik Indonesia (PMRI) movement a decade ago (Sembiring, Hoogland, Dolk, 2010). Amidst others, modelling activities are gradually introduced in Singapore and Indonesian schools to demonstrate the relevance of school mathematics with real-world problems. However, in order for it to find a place in the mathematics classroom, there is aneed for teacher-practitioners to know what mathematical modelling and what amodelling task is. This paper sets out to exemplify a model-eliciting task that has been designed and used in both a Singapore and Indonesian mathematicsclassroom. Mathematical modelling, the features of a model-eliciting task, and its potential and advice on implementation are discussed.

scholarly journals Future themes of mathematics education research: an international survey before and during the pandemic

2021 ◽  
Vol 107 (1) ◽  
pp. 1-24
Author(s):  
Arthur Bakker ◽  
Jinfa Cai ◽  
Linda Zenger
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Teacher Professional Development ◽  
Mathematics Education Research ◽  
International Survey ◽  
Teaching Approaches ◽  
Education Teacher ◽  
Development Technology ◽  
Teacher Professional ◽  
Research In Mathematics Education

AbstractBefore the pandemic (2019), we asked: On what themes should research in mathematics education focus in the coming decade? The 229 responses from 44 countries led to eight themes plus considerations about mathematics education research itself. The themes can be summarized as teaching approaches, goals, relations to practices outside mathematics education, teacher professional development, technology, affect, equity, and assessment. During the pandemic (November 2020), we asked respondents: Has the pandemic changed your view on the themes of mathematics education research for the coming decade? If so, how? Many of the 108 respondents saw the importance of their original themes reinforced (45), specified their initial responses (43), and/or added themes (35) (these categories were not mutually exclusive). Overall, they seemed to agree that the pandemic functions as a magnifying glass on issues that were already known, and several respondents pointed to the need to think ahead on how to organize education when it does not need to be online anymore. We end with a list of research challenges that are informed by the themes and respondents’ reflections on mathematics education research.

scholarly journals Obstacles to Addressing Race and Ethnicity in the Mathematics Education Literature

2012 ◽  
Vol 43 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Amy Noelle Parks ◽  
Mardi Schmeichel
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Literature Review ◽  
Race And Ethnicity ◽  
Mathematics Education Research ◽  
Education Literature ◽  
Independent Variables

This Research Commentary builds on a 2-stage literature review to argue that there are 4 obstacles to making a sociopolitical turn in mathematics education that would allow researchers to talk about race and ethnicity in ways that take both identity and power seriously: (a) the marginalization of discussions of race and ethnicity; (b) the reiteration of race and ethnicity as independent variables; (c) absence of race and ethnicity from mathematics education research; and (d) the minimizing of discussions of race and ethnicity, even within equity-oriented work.

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