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July 2014, Volume 45, Issue 4


EDITORIAL: The Growth of a Tree—A Metaphor for Reflecting on the Role of JRME
Nerida F. Ellerton
This editorial discusses the metaphor of a growing tree in relation to mathematics education research in that JRME and other research journals help to shape the overall landscape of mathematics education.

BRIEF REPORT: Benefits for Women and Men of Inquiry-Based Learning in College Mathematics: A Multi-Institution Study
Sandra L. Laursen, Marja-Liisa Hassi, Marina Kogan, and Timothy J. Weston
Slow faculty uptake of research-based, student-centered teaching and learning approaches limits the advancement of U.S. undergraduate mathematics education. A study of inquiry-based learning (IBL) as implemented in over 100 course sections at 4 universities provides an example of such multicourse, multi-institution uptake. The study suggests the real-world promise of broad uptake of student-centered teaching methods that improve learning outcomes and, ultimately, student retention in college mathematics.

The Relationship Between Teachers’ Mathematical Content and Pedagogical Knowledge, Teachers’ Perceptions, and Student Achievement
Patricia F. Campbell, Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin, and Youyoung Choi
This study of early-career teachers identified a significant relationship between upper-elementary teachers’ mathematical content knowledge and their students’ mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.

Cognitive Complexity of Mathematics Instructional Tasks in a Taiwanese Classroom: An Examination of Task Sources
Hui-Yu Hsu and Edward A. Silver
The authors examined geometric calculation with number tasks used within a unit of geometry instruction in a Taiwanese classroom, identifying the source of each task used in classroom instruction and analyzing the cognitive complexity of each task with respect to 2 distinct features: diagram complexity and problem-solving complexity. Implications of task analysis on geometry domain and textbook analysis studies are discussed.
Supplementary Materials for Cognitive Complexity of Mathematics Instructional Tasks in a Taiwanese Classroom

Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy
Stanislaw Schukajlow and André Krug
Encouraging students to develop multiple solutions for given problems is an important way to improve mathematical knowledge. However, the influence of this teaching element on students’ interest-related motivational orientations is an open question. This article reports the results of an experimental study (N = 145) that was carried out to investigate the influence of prompting students to construct multiple solutions for real-world problems with vague conditions on students’ interest in mathematics as well as on their experiences of competence and autonomy and the number of solutions developed.

BOOK REVIEW: Can Technology Help in Mathematical Assessments? A Review of Computer Aided Assessment of Mathematics
Peter Kloosterman and Tracey L. J. Warren
This book review explores the 2013 book by Chris Sangwin titled Computer Aided Assessment of Mathematics.