Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, and James Hiebert
The editors elaborate on their vision of the changing roles of researchers and teachers in a future in which research has a much more direct and meaningful impact on practice.
Leslie Dietiker, Lorraine M. Males, Julie M. Amador, and Darrell Earnest
Building on the work of Professional Noticing of Children’s Mathematical Thinking, the authors introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them.
Amanda L. Cullen, Cheryl L. Eames, Craig J. Cullen, Jeffrey E. Barrett, Julie Sarama, Douglas H. Clements, and Douglas W. Van Dine
The authors examine the effects of 3 interventions designed to support Grades 2–5 children’s growth in measuring rectangular regions in different ways. Their findings indicate that creating a complete record of the structure of a 2-dimensional array—by drawing organized rows and columns of equal-sized unit squares—best supported children in conceptualizing how units were built, organized, and coordinated, leading to improved performance.
Lisa L. Lamb, Jessica Pierson Bishop, Randolph A. Philipp, Ian Whitacre, and Bonnie P. Schappelle
In a cross-sectional study, 160 students in Grades 2, 4, 7, and 11 were interviewed about their reasoning when solving integer addition and subtraction open-number-sentence problems. The authors applied their previously developed framework for 5 Ways of Reasoning (WoRs) to their data set to describe patterns within and across participant groups. The authors provide 3 types of resources for educators: (a) WoRs and problem-types frameworks, (b) characterization of flexibility with integer addition and subtraction, and (c) development of a trajectory of learning about integers.
Paola Sztajn, Mona Tauber, and Ana Patricia Maroto Vargas
A book review of Research for Educational Change: Transforming Researchers’ Insights Into Improvement in Mathematics Teaching and Learning
The editorial team is thanking individuals who have served as guest editors and reviewers for manuscripts submitted to the journal in 2017.
Index for volume 49, covering January¬–November 2018 issues of JRME.