Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-65
Cristina Runnalls
This study employed hierarchical linear modeling to investigate the studentand school-level factors associated with the secondary mathematics achievement of English language learners (ELLs) and non-ELL students among a nationally representative sample of ninth graders in the United States. While certain characteristics, such as socioeconomic status, attitudes and interest in mathematics, and school engagement and belonging were predictive of access to and achievement in mathematics for both student groups, the direction and relative magnitude of the predictors differed. School-level variables, such as whether the school was public or private and administrator perceptions of school climate, were only predictive of mathematics grade point average (GPA) for non-ELLs. Implications of the findings are discussed.
{"title":"Predicting the mathematics pathways of english language learners: a multilevel analysis","authors":"Cristina Runnalls","doi":"10.51272/PMENA.42.2020-65","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-65","url":null,"abstract":"This study employed hierarchical linear modeling to investigate the studentand school-level factors associated with the secondary mathematics achievement of English language learners (ELLs) and non-ELL students among a nationally representative sample of ninth graders in the United States. While certain characteristics, such as socioeconomic status, attitudes and interest in mathematics, and school engagement and belonging were predictive of access to and achievement in mathematics for both student groups, the direction and relative magnitude of the predictors differed. School-level variables, such as whether the school was public or private and administrator perceptions of school climate, were only predictive of mathematics grade point average (GPA) for non-ELLs. Implications of the findings are discussed.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90258432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-316
Alexis Spina, Meghan Macias, Paul N. Reimer
The call to improve mathematics outcomes for children ages zero to eight requires the development of effective professional development approaches for early childhood mathematics educators. In this study, we looked at how six facilitators created workshops on spatial reasoning, mathematical play, number sense, and theories of learning for early childhood educators. Drawing on Desimone’s components of effective professional development, we interviewed these facilitators to understand how they defined a successful professional development and how these definitions aligned with the workshops they created. Interviews showed that all the facilitators in this study designed their workshops to be engaging and interactive for their participants while drawing on the components of coherence, collective participation, and duration.
{"title":"How facilitators define, design, and implement effective early childhood mathematics professional development","authors":"Alexis Spina, Meghan Macias, Paul N. Reimer","doi":"10.51272/PMENA.42.2020-316","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-316","url":null,"abstract":"The call to improve mathematics outcomes for children ages zero to eight requires the development of effective professional development approaches for early childhood mathematics educators. In this study, we looked at how six facilitators created workshops on spatial reasoning, mathematical play, number sense, and theories of learning for early childhood educators. Drawing on Desimone’s components of effective professional development, we interviewed these facilitators to understand how they defined a successful professional development and how these definitions aligned with the workshops they created. Interviews showed that all the facilitators in this study designed their workshops to be engaging and interactive for their participants while drawing on the components of coherence, collective participation, and duration.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88930320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-262
Susie Morrissey, Ozgul Kartal, G. Popović
After an explicit unit of core activities on questioning, preservice teachers (PTs) completed an assignment to select a problem-solving task, anticipate student solutions, and plan probing questions. After analyzing PTs’ work, we discovered that, although most PTs planned probing questions, many also planned questions focused on information or procedures. Next steps include exposing PTs to probing questions focused on meanings, context, or representations.
{"title":"Explicit teaching of questioning in math methods course: Preservice teachers’ attempts to ask probing questions","authors":"Susie Morrissey, Ozgul Kartal, G. Popović","doi":"10.51272/PMENA.42.2020-262","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-262","url":null,"abstract":"After an explicit unit of core activities on questioning, preservice teachers (PTs) completed an assignment to select a problem-solving task, anticipate student solutions, and plan probing questions. After analyzing PTs’ work, we discovered that, although most PTs planned probing questions, many also planned questions focused on information or procedures. Next steps include exposing PTs to probing questions focused on meanings, context, or representations.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89041909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-181
Rachel Lambert, E. Harriss
Using neurodiversity as our theoretical framework, rather than a deficit or medical model, we analyze the narratives of five dyslexic research mathematicians to find common strengths and challenges for dyslexic thinkers at the highest level of mathematics. We report on 3 themes: 1) highly visual and intuitive ways of mathematical thinking, 2) pronounced issues with memorization of mathematical facts and procedures, and 3) resilience as a strength of dyslexia that matters in mathematics. We introduce the idea of Neurodiversity for Mathematics, a research agenda to better understand the strengths (as well as challenges) of neurodiverse individuals and to use that knowledge to design better mathematical learning experiences for all.
{"title":"“Dyslexia is naturally commutative”: Insider accounts of dyslexia from research mathematicians","authors":"Rachel Lambert, E. Harriss","doi":"10.51272/PMENA.42.2020-181","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-181","url":null,"abstract":"Using neurodiversity as our theoretical framework, rather than a deficit or medical model, we analyze the narratives of five dyslexic research mathematicians to find common strengths and challenges for dyslexic thinkers at the highest level of mathematics. We report on 3 themes: 1) highly visual and intuitive ways of mathematical thinking, 2) pronounced issues with memorization of mathematical facts and procedures, and 3) resilience as a strength of dyslexia that matters in mathematics. We introduce the idea of Neurodiversity for Mathematics, a research agenda to better understand the strengths (as well as challenges) of neurodiverse individuals and to use that knowledge to design better mathematical learning experiences for all.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84661138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-369
Z. Pearson, A. Manouchehri
This research was conducted by a fourth-grade teacher and doctoral student in mathematics education in conjunction with their advisor, a professor of mathematics education. A growing body of research in mathematics education has highlighted the importance of recognizing mathematics learning as a socially mediated activity. Indeed, mathematics education researchers have increasingly focused on how classroom dialogue can facilitate students’ creation of shared understandings. Aligned with this theoretical heritage, we recognize that human life and learning are inherently social and rooted in communication. We also recognize that student discourse is connected to student cognition and thus learning. Accordingly, this study relied on socio-cultural discourse analysis (Hennesy, et al., 2016, Mercer, 2010) both as a theoretical and a methodological tool to examine the nature of dialogue in one classroom in the context of students’ collaborative work on one visual task. We ask, given the centrality of task selection to fostering discourse, how the use of a visual task, as an instructional tool, might affect students’ peer-to-peer discourse practices?
{"title":"The interplay between a visual task and elementary students’ mathematical discourse","authors":"Z. Pearson, A. Manouchehri","doi":"10.51272/PMENA.42.2020-369","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-369","url":null,"abstract":"This research was conducted by a fourth-grade teacher and doctoral student in mathematics education in conjunction with their advisor, a professor of mathematics education. A growing body of research in mathematics education has highlighted the importance of recognizing mathematics learning as a socially mediated activity. Indeed, mathematics education researchers have increasingly focused on how classroom dialogue can facilitate students’ creation of shared understandings. Aligned with this theoretical heritage, we recognize that human life and learning are inherently social and rooted in communication. We also recognize that student discourse is connected to student cognition and thus learning. Accordingly, this study relied on socio-cultural discourse analysis (Hennesy, et al., 2016, Mercer, 2010) both as a theoretical and a methodological tool to examine the nature of dialogue in one classroom in the context of students’ collaborative work on one visual task. We ask, given the centrality of task selection to fostering discourse, how the use of a visual task, as an instructional tool, might affect students’ peer-to-peer discourse practices?","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85079966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-172
José N. Contreras
{"title":"Posing problems about geometric situations: A study of prospective secondary mathematics teachers","authors":"José N. Contreras","doi":"10.51272/PMENA.42.2020-172","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-172","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85080298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-283
M. Lloyd
{"title":"Mathematics is everywhere: intersection of PST perceptions and non-mathematics-education faculty perceptions and observable actions","authors":"M. Lloyd","doi":"10.51272/PMENA.42.2020-283","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-283","url":null,"abstract":"","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90603914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-268
A. Stoltz, Imani Goffney, Kelly K. Ivy, Tarik Buli, Ebony Terrell Shockley
In this multiple-case study, we track the diverging paths of two teacher candidates enrolled in an undergraduate elementary mathematics methods course as they developed their understanding of equitable teaching practices that were central to their course learning objectives. The cases were purposefully selected based upon our previous finding that, by the end of the course, Mary and Rose were extreme opposites in terms of their implementation of equitable mathematics teaching practices they attributed to the course. Teacher preparation programs are designed to help beginning teachers develop the skills to teach content equitably to diverse learners. Thus, methods instructors must consider the ways that teacher candidates use their knowledge and skills in their teaching.
{"title":"Teachers candidates’ implementations of equitable mathematics teaching practices: An examination of divergent paths","authors":"A. Stoltz, Imani Goffney, Kelly K. Ivy, Tarik Buli, Ebony Terrell Shockley","doi":"10.51272/PMENA.42.2020-268","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-268","url":null,"abstract":"In this multiple-case study, we track the diverging paths of two teacher candidates enrolled in an undergraduate elementary mathematics methods course as they developed their understanding of equitable teaching practices that were central to their course learning objectives. The cases were purposefully selected based upon our previous finding that, by the end of the course, Mary and Rose were extreme opposites in terms of their implementation of equitable mathematics teaching practices they attributed to the course. Teacher preparation programs are designed to help beginning teachers develop the skills to teach content equitably to diverse learners. Thus, methods instructors must consider the ways that teacher candidates use their knowledge and skills in their teaching.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90670632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-23DOI: 10.51272/PMENA.42.2020-15
Katrina Piatek-Jimenez, Brent Jackson, A. Dias, Weverton Ataide Pinheiro, Harryson Júnio Lessa Gonçalves, Jennifer Hall, E. Kersey, Angie Hodge-Zickerman
The Gender and Sexuality in Mathematics Education Working Group convened in 2018 and 2019. Over the past two working group sessions, working group members have (1) shared historical and contemporary research related to the topics of the working group; (2) clarified language related to gender and sexuality; (3) developed understandings related to language and its influence on methods, results, and interpretations; (4) explored how gender and sexuality are experienced by students and teachers, and studied by researchers, in international contexts; and (5) developed research relationships among participants to explore relevant ideas. Based on the discussions from past working groups, during the 2020 Working Group, we will strengthen our understanding of these topics by examining underlying theories of gender and sexuality and the affordances of these theories on both research and practice.
{"title":"Working group on gender and sexuality in mathematics education: Informing methodology with theory","authors":"Katrina Piatek-Jimenez, Brent Jackson, A. Dias, Weverton Ataide Pinheiro, Harryson Júnio Lessa Gonçalves, Jennifer Hall, E. Kersey, Angie Hodge-Zickerman","doi":"10.51272/PMENA.42.2020-15","DOIUrl":"https://doi.org/10.51272/PMENA.42.2020-15","url":null,"abstract":"The Gender and Sexuality in Mathematics Education Working Group convened in 2018 and 2019. Over the past two working group sessions, working group members have (1) shared historical and contemporary research related to the topics of the working group; (2) clarified language related to gender and sexuality; (3) developed understandings related to language and its influence on methods, results, and interpretations; (4) explored how gender and sexuality are experienced by students and teachers, and studied by researchers, in international contexts; and (5) developed research relationships among participants to explore relevant ideas. Based on the discussions from past working groups, during the 2020 Working Group, we will strengthen our understanding of these topics by examining underlying theories of gender and sexuality and the affordances of these theories on both research and practice.","PeriodicalId":68089,"journal":{"name":"数学教学通讯","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90810634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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