Vol. 49, No. 1, January 2018
editorial discusses the critical idea of replication in educational research.
studies in mathematics education research occur with a nonrepresentative sample
and are never replicated. To challenge this paradigm, the author designed a
large-scale study evaluating student conceptions in group theory that surveyed
a national, representative sample of students. The author illustrates the
potential of replication studies to refine theory and theoretical propositions
in 3 ways: by offering alternate interpretations of student responses, by
challenging previous pedagogical implications, and by reevaluating connections
prospective school teachers (PSTs) often struggle to understand why they need
to relearn the mathematics that they think they already know. In this set of
replication studies, the author addresses this struggle in 3 ways: By
increasing and varying the participant pool; by introducing, validating, and
examining the effect of using a survey instead of interviews; and showing an
interview designed to help PSTs assess their own knowledge accurately correlates
with more sophisticated conceptions at the end of the course. The author posits
that such an interview could be used to help PSTs learn the mathematics that
they need to teach.
authors wish to better understand the developmental effect of mathematics
teacher expectations on future student achievement. Results indicate that
students’ experiences with teacher expectations from 1 time point to the next
are not significantly associated with one another, but their association with
future student achievement grows over time. Teacher expectancy effects in
mathematics are stronger for White girls, minority girls, and minority boys
than they are for White boys. Implications for teaching are discussed.
this Research Commentary, the author explores what is meant by “teaching for
understanding” and delves into these questions: How does teaching for
understanding interact with the backgrounds of the students who experience it
or the attributes of the contexts in which they learn? Which empirical findings
are context dependent, and which are mere statistical artifacts?
Research Commentary explores why interest among researchers in replication studies
may be surging.
The authors present two sets of replication studies and
aim to confirm, refute, and expand prior work.
author responds to comments made by Alan Schoenfeld (2018) and Jon Star (2018)
in their commentaries on replication studies in the January 2018 issue of JRME. The author posits that replication
studies are undervalued because they not only, by definition, recreate past
research but, perhaps, also bring into question another scholar’s expertise.
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