Editorial: Life in the Fast Lane: Blinding in the Digital Age
Joshua T. Hertel and Tami S. Martin
A discussion of blinding and review processes and the varied results that are found.
A Multi-Institutional Study of High School Mathematics Curricula and College Mathematics Achievement and Course Taking
Michael R. Harwell, Thomas R. Post, Amanuel Medhanie, Danielle N. Dupuis, and Brandon LeBeau
This study examined the relationship between high school mathematics curricula and student achievement and course-taking patterns over 4 years of college. Three types of curricula were studied: National Science Foundation (NSF)-funded curricula, the University of Chicago School Mathematics Project curriculum, and commercially developed curricula. The major result was that high school mathematics curricula were unrelated to college mathematics achievement or students’ course-taking patterns for students who began college with precalculus (college algebra) or a more difficult course. However, students of the NSF-funded curricula were statistically more likely to begin their college mathematics at the developmental level.
Mathematical Micro-Identities: Moment-to-Moment Positioning and Learning in a Fourth-Grade Classroom
Marcy B. Wood
Identity is an important tool for understanding students’ participation in mathematics lessons. Researchers usually examine identity at a macro-scale: across typical classroom activity and in students’ self-reports. However, learning occurs on a micro-scale: in moments during a lesson. To capture identity in these moments, the author used positioning theory to develop a framework of micro-identity and then to examine the identities and learning of 1 fourth-grade student during 1 mathematics lesson. This study demonstrates how mathematical identities can shift in dramatic ways in response to minor changes in context so that a student might be, in one moment, engaged in an identity that undermines learning and then later engaged in an academically productive identity.
Students’ Mathematical Noticing
Joanne Lobato, Charles Hohensee, and Bohdan Rhodehamel
Even in simple mathematical situations, there is an array of different mathematical features that students can attend to or notice. What students notice mathematically has consequences for their subsequent reasoning. By adapting work from both cognitive science and applied linguistics anthropology, the authors present a focusing framework, which treats noticing as a complex phenomenon that is distributed across individual cognition, social interactions, material resources, and normed practices.
BOOK REVIEW of The Elements of Creativity and Giftedness in Mathematics
Scott A. Chamberlin
Empirical Investigations of Creativity and Giftedness in Mathematics: An International Perspective: A Review of The Elements of Creativity and Giftedness in Mathematics
Guest editors and reviewers are acknowledged for their work on the Journal for Research in Mathematics Education in 2012.
Index: Volume 44, 2013- FREE PREVIEW!
The index covers the January 2013 to November 2013 issues of the Journal for Research in Mathematics Education.