• Vol. 49, No. 2, March 2018

    Nicole A. Bannister

    Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden its research agendas beyond individual classrooms to teacher collectives so that our combined efforts have a greater positive impact on how people experience mathematics in and out of school. 


    This book review analyzes Cases for Mathematics Teacher Educators: Facilitating Conversations About Inequities in Mathematics Classrooms, edited by Dorothy Y. White, Sandra Crespo, and Marta Civil. 

    Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, and James Hiebert

    In this editorial, the editors contend that partnerships alone are not sufficient to overcome all obstacles preventing research from meaningfully impacting practice.

    Daniel L. Reinholz and Niral Shah

    Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, the authors propose equity analytics as a quantitative approach to analyzing aspects of equity and inequity in classrooms. They introduce a classroom observation tool that focuses on relatively low-inference dimensions of classroom discourse, which are cross-tabulated with demographic markers (e.g., gender, race) to identify patterns of more and less equitable participation within and across lessons.

    Lisa Darragh

    Images of mathematics and mathematicians are often negative and stereotyped. These portrayals may work to construct our impressions of mathematics and influence students’ identity with and future participation in the subject. This study examined young adult fiction as a context in which school mathematics is portrayed and constructed.

    Anderson Norton, Jesse L. M. Wilkins, and Cong ze Xu

    Through their work on the Fractions Project, Steffe and Olive (2010) identified a progression of fraction schemes that describes students’ development toward more and more sophisticated ways of operating with fractions. The purpose of this replication study was to address that question using data gathered from written assessments of 76 5th- and 6th-grade students in China. Results indicate a remarkably similar progression among students in the United States and students in China.

    A search is on for a new field editor for JRME, deadline May 1, 2018.
    Janine T. Remillard, Michael Manganello, and Amber Daniel

    This book review analyzes Curricular Resources and Classroom Use: The Case of Mathematics, by Gabriel J. Styliandes.