Journal for Research in Mathematics Education

  • Vol. 48, No. 4, July 2017

    Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, and James Hiebert

     The May 2017 editorial argued that a promising way of closing the gap between research and practice is for researchers to develop and test sequences of learning opportunities. In this editorial, the editors took this argument one step further. They argued that researchers could increase their impact on practice even further by integrating the implementation of these learning opportunities into their research.

     

    Ryan Andrew Nivens and Samuel Otten

    The authors discussed 2 paths that the mathematics education community should consider with regard to citation-based metrics of journal quality: either working within the system to enhance positioning or resisting or modifying the system itself.

     

    Steven R. Williams and Keith R. Leatham

    The authors presented the results of 2 studies, a citation-based study and an opinion-based study, that ranked the relative quality of 20 English-language journals that exclusively or extensively publish mathematics education research. They compared the results to previous related rankings and concluded by discussing how their results might inform authors, editors, and evaluators in their efforts to publish and recognize quality research in mathematics education.

     

    Luis A. Leyva

     

    Gender research in mathematics education has experienced methodological and theoretical shifts over the past 45 years. This article offered a review of gender research in mathematics education with analysis of its findings as well as conceptual and empirical contributions. Implications for future gender research, particularly the adoption of intersectionality theory, were raised to inform more nuanced analyses.

     

    Darinka Radovic, Laura Black, Christian E. Salas, and Julian Williams
    The construction of positive mathematical identities (MIs) is a complex and central issue in school mathematics, where girls are usually “counted out” of the field. This study explored positive MIs (high achiever and positive relationship with mathematics) of 3 girls. The results highlight diversity in how these girls experienced mathematics. The study also explored and discussed the roles of mathematical practice and belonging to different peer clusters in these different forms of identification.