Intermediate Participatory Stages as Zone of Proximal Development Correlate in Constructing Counting-On:...
Ron Tzur and Matthew Allen Lambert
Intermediate Participatory Stages as Zone of Proximal Development Correlate in Constructing Counting-On: A Plausible Conceptual Source for Children’s Transitory “Regress” to Counting-All
Quantitative and qualitative analyses of 37 first-graders’ solutions to addition problems were conducted to re-examine inconsistencies in children’s progress from counting-all to counting-on. The study advances a novel, theoretical coordination among 3 frameworks: constructivist scheme theory with a focus on the notion of prompt, Vygotsky’s sociocultural approach, and Siegler’s Overlapping Waves Model, and provides a corresponding, threefold stance on mathematical tasks.
Mapping Mathematics in Classroom Discourse
Beth A. Herbel-Eisenmann and Samuel Otten
This article offers a particular analytic method from systemic functional linguistics, thematic analysis, which reveals the mathematical meaning potentials construed in discourse. Analyses of two middle school classroom excerpts focusing on area—one that derives triangle area formulas from the rectangle area formula and another that connects parallelogram and rectangular area—are used to delineate the method. Descriptions of similarities and differences in the classroom discourse highlight how, in each classroom, mathematical terms such as base and height were used in semantically related, but distinct, ways.
Characterizations of Social-Based and Self-Based Contexts Associated With Students’ Awareness, Evaluation, and Regulation of Their Thinking...
Marta T. Magiera and Judith S. Zawojewski
Characterizations of Social-Based and Self-Based Contexts Associated With Students’ Awareness, Evaluation, and Regulation of Their Thinking During Small-Group Mathematical Modeling
This exploratory study focused on characterizing problem-solving situations associated with spontaneous metacognitive activity. The results came from connected case studies of a group of 3 purposefully selected 9th-grade students working collaboratively on a series of 5 modeling problems. Students’ descriptions of their own thinking during small-group mathematical modeling, elicited during video-stimulated interviews, were analyzed to identify and characterize social-based and self-based contexts associated with metacognitive activity coded as awareness, regulatory, and evaluative. Three characterizations of the social-based contexts and 3 different characterizations of the self-based contexts emerged.
Book Review - November 2011
Keith Weber and Kathryn Rhoads
A Review of Learning Through Teaching Mathematics: Development of Teachers’ Knowledge and Expertise in Practice Roza Leikin and Rina Zazkis (Eds.) (2010). Dordrecht, the Netherlands: Springer. 250 pp. ISBN 978-90-481-3989-7 (hb) $139.
Acknowledgment of guest editors for manuscripts submitted to the journal in 2010, people who reviewed manuscripts submitted to the journal in 2010, and the 2010 JRME Outstanding Reviewers
Index of JRME Volume 42, Issues 1-5
Announcement: Equity in Education
The JRME Special Issue, titled Equity in Mathematics Education, is currently online. It can be accessed at www.nctm.org/jrme/equity. Several of the up to twelve articles that will comprise the printed issue are currently available.