This editorial discusses the metaphor of a growing tree in relation to mathematics education research in that JRME and other research journals help to shape the overall landscape of mathematics education.

Slow faculty uptake of research-based, student-centered teaching and learning approaches limits the advancement of U.S. undergraduate mathematics education. A study of inquiry-based learning (IBL) as implemented in over 100 course sections at 4 universities provides an example of such multicourse, multi-institution uptake. The study suggests the real-world promise of broad uptake of student-centered teaching methods that improve learning outcomes and, ultimately, student retention in college mathematics.

This study of early-career teachers identified a significant relationship between upper-elementary teachers’ mathematical content knowledge and their students’ mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.

The authors examined geometric calculation with number tasks used within a unit of geometry instruction in a Taiwanese classroom, identifying the source of each task used in classroom instruction and analyzing the cognitive complexity of each task with respect to 2 distinct features: diagram complexity and problem-solving complexity. Implications of task analysis on geometry domain and textbook analysis studies are discussed.

Encouraging students to develop multiple solutions for given problems is an important way to improve mathematical knowledge. However, the influence of this teaching element on students' interest-related motivational orientations is an open question. This article reports the results of an experimental study ( N = 145) that was carried out to investigate the influence of prompting students to construct multiple solutions for real-world problems with vague conditions on students' interest in mathematics as well as on their experiences of competence and autonomy and the number of solutions developed.

This book review explores the 2013 book by Chris Sangwin titled Computer Aided Assessment of Mathematics .

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.