Vol. 47, No. 5, November 2016
In her final editorial as field editor of JRME, Cynthia W. Langrall presents a
slightly modified version of the talk that she gave at the opening session of
the NCTM Research Conference in San Francisco on
April 11, 2016, focusing on JRME’s past
and future and what JRME means to the
mathematics education research community.
it comes to improving student achievement in mathematics, a core belief is that curriculum
materials are of the utmost importance. However, the link between a curriculum
program and student learning is affected by the ways in which teachers use
resources to design learning experiences. In the first half of this commentary,
the author raises questions about the emphasis in research on finding the most
effective curriculum programs. In the second half of this commentary, she
suggests how researchers can build on existing work to define, describe, and
support teachers in learning more effective practices for using curriculum.
article provides an example of, and lessons from, teaching and learning
in a Chicago public neighborhood high school with a social justice focus. He addresses
possibilities and challenges of curriculum development and teaching, examines
student learning, and
poses questions and directions for further research and practice.
learn mathematical practices, students need opportunities to engage in them.
providing such opportunities may not be sufficient to support all students. Simultaneously,
explicitly teaching mathematical practices could be problematic if instruction
becomes prescriptive. This study investigates how teachers might make mathematical
practices explicit in classroom discourse.
who served as guest editors and reviewers for manuscripts submitted to JRME in 2015 are acknowledged.
listing of articles, departments, and book reviews that appeared in 2016 across
call for manuscripts is asking for submissions to the Connecting Research to
Teaching department in Mathematics
Write for JRME
Review for JRME