Journal for Research in Mathematics Education
Vol. 49, No. 2, March 2018
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.
In this editorial, the editors contend that partnerships alone
are not sufficient to overcome all
obstacles preventing research from meaningfully impacting practice.
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.
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.
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.
This book review analyzes Curricular
Resources and Classroom Use: The Case of Mathematics, by Gabriel J.
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