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January 2014, Volume 45, Issue 1


EDITORIAL: The State of the Journal
Cynthia W. Langrall
A discussion of changes that have occurred in the submission and review process for the Journal for Research in Mathematics Education.

BRIEF REPORT: Views of Struggling Students on Instruction Incorporating Multiple Strategies in Algebra I: An Exploratory Study
Kathleen Lynch and Jon R. Star
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, the authors explore how 6 struggling students viewed the practice of learning multiple strategies at the end of a yearlong algebra course that emphasized this practice.

Obstacles and Affordances for Integer Reasoning: An Analysis of Children’s Thinking and the History of Mathematics
Jessica Pierson Bishop, Lisa L. Lamb, Randolph A. Philipp, Ian Whitacre, Bonnie P. Schappelle, and Melinda L. Lewis
The authors identify and document 3 cognitive obstacles, 3 cognitive affordances, and 1 type of integer understanding that can function as either an obstacle or affordance for learners while they extend their numeric domains from whole numbers to include negative integers. In particular, the authors highlight 2 key subsets of integer reasoning: understanding or knowledge that may, initially, interfere with one’s learning integers (which they call cognitive obstacles) and understanding or knowledge that may afford progress in understanding and operating with integers (which they call cognitive affordances).

Self-Explanation Training Improves Proof Comprehension
Mark Hodds, Lara Alcock, and Matthew Inglis
The authors report 3 experiments demonstrating that a simple booklet containing self-explanation training, designed to focus students’ attention on logical relationships within a mathematical proof, can significantly improve their proof comprehension.
Supplementary Materials

Quantitative Reasoning and the Sine Function: The Case of Zac
Kevin C. Moore
A growing body of literature has identified quantitative and covariational reasoning as critical for secondary and undergraduate student learning, particularly for topics that require students to make sense of relationships between quantities. The present study extends this body of literature by characterizing an undergraduate precalculus student’s progress during a teaching experiment exploring angle measure and trigonometric functions.

BOOK REVIEW: Book Series in Mathematics Education: An Overview of a Growing Resource
Stephen Hwang and Jinfa Cai
An overview and listing of a number of current book series in mathematics education.

Announcement: Nominations for JRME Editor

Information and deadline information for JRME editor nominations.