• Vol. 45, No. 1, January 2014

    Cynthia W. Langrall
    A discussion of changes that have occurred in the submission and review process for the Journal for Research in Mathematics Education .
    Kathleen Lynch and Jon R. Star
    Although policy documents promote teaching students multiple strategies for solving mathematics problems, some practitioners and researchers argue that struggling learners will be confused and overwhelmed by this instructional practice. In the current exploratory study, the authors explore how 6 struggling students viewed the practice of learning multiple strategies at the end of a yearlong algebra course that emphasized this practice.
    Jessica Pierson Bishop, Lisa L. Lamb, Randolph A. Philipp, Ian Whitacre, Bonnie P. Schappelle, and Melinda L. Lewis
    The authors identify and document 3 cognitive obstacles, 3 cognitive affordances, and 1 type of integer understanding that can function as either an obstacle or affordance for learners while they extend their numeric domains from whole numbers to include negative integers. In particular, the authors highlight 2 key subsets of integer reasoning: understanding or knowledge that may, initially, interfere with one’s learning integers (which they call cognitive obstacles) and understanding or knowledge that may afford progress in understanding and operating with integers (which they call cognitive affordances).
    Mark Hodds, Lara Alcock, and Matthew Inglis
    The authors report 3 experiments demonstrating that a simple booklet containing self-explanation training, designed to focus students’ attention on logical relationships within a mathematical proof, can significantly improve their proof comprehension.
    Kevin C. Moore
    A growing body of literature has identified quantitative and covariational reasoning as critical for secondary and undergraduate student learning, particularly for topics that require students to make sense of relationships between quantities. The present study extends this body of literature by characterizing an undergraduate precalculus student’s progress during a teaching experiment exploring angle measure and trigonometric functions.
    Stephen Hwang and Jinfa Cai
    An overview and listing of a number of current book series in mathematics education.
    Information and deadline information for JRME editor nominations.
    This call is soliciting manuscripts for the research department in Mathematics Teaching in the Middle School called Informing Practice.
    This call is soliciting manuscripts for the research department in Mathematics Teacher called Connecting Research to Teaching.