Vol. 50, No. 5, November 2019
We use this editorial to propose some ideas for presenting and interpreting results with an eye toward addressing the “so what” question by leveraging the alignment among research questions, theoretical framework, and methods in a well-designed research study. Our aim is to present some practical ideas that could help researchers evaluate their findings with this question in mind.
Using data from a large urban district, this study investigated whether racial inequality in access to eighth-grade algebra is a reproduction of differences in prior opportunities to learn (as evidenced by grades, test scores, and level of prior mathematics course) or whether patterns reflect an increase in inequality such that racial differences in access remain when controlling for academic background. We considered how this varies by the racial composition of the school; further, we examined differences in access between both Black and Hispanic students and their White peers as well as differences between Black and Hispanic students. The results point to patterns of reproduction of inequality in racially integrated schools, with some evidence of increasing inequality in predominantly Hispanic schools.
We compared students’ learning gains in authentic seventh-grade classrooms (N = 144) in 4 different interventions that incorporated a
computer game that aims to teach players to solve linear equations.
Significantly higher learning gains were measured in the implementations that
were specifically designed to mediate the attribution of algebraic meaning to
objects, actions, and rules in the game by engaging students in analogical
mapping between these constructs and their algebraic counterparts and an
exploration of the boundaries of this isomorphism. These findings suggest that
learning disciplinary content and skills from a digital game requires learners
to attribute disciplinary meaning to objects, actions, and rules in the game.
Moreover, this process does not necessarily occur spontaneously and benefits
from instructional mediation.
The editorial team is thanking
individuals who have served as guest editors and reviewers for manuscripts
submitted to the journal in 2018.
volume 50, covering January–November 2019 issues of JRME.
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