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Loving and Loathing: Portrayals of School Mathematics in Young Adult Fiction
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| Pengarang | : | Lisa Darragh |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 49 (No. 2) |
| Halaman | : | 178-209 |
| Abstrak | : | 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. I used positioning theory and the notion of story lines to analyze a sample of 59 books. Portrayals of school mathematics within this sample involved multiple story lines, including school mathematics as being obligatory but not useful and mathematics classes as tense, terrible, difficult, and different but perhaps as places in which to find love. Portrayals of mathematics teachers were extremely stereotyped, and some girls were just as likely as boys to be positioned as able mathematics learners. |
Equity Analytics: A Methodological Approach for Quantifying Participation Patterns in Mathematics Classroom Discourse
| Pengarang | : | Daniel L. Reinholz and Niral Shah |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 49 (No. 2) |
| Halaman | : | 140-177 |
| Abstrak | : | Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, we propose equity analytics as a quantitative approach to analyzing aspects of equity and inequity in classrooms. We 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. We argue that equity analytics can support researchers and practitioners in identifying subtle patterns of inequity in classroom discourse. As we show, even in classrooms with highly experienced, equityminded teachers, subtle inequities can emerge that are detectable through this quantitative methodology. To conclude, we discuss how equity analytics can complement qualitative approaches in the study of equity and inequity in classrooms. |
A Reflection on the Evolution of a Replication Study
| Pengarang | : | Faiza M. Jamil |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 49 (No. 1) |
| Halaman | : | 111-115 |
| Abstrak | : | I appreciate the opportunity to respond to the thoughtful comments made by Alan Schoenfeld (2018) and Jon Star (2018) in their commentaries on replication studies in this issue of JRME, including their comments on our study of teacher expectancy effects (Jamil, Larsen, & Hamre, 2018). I have decided to write this rejoinder in the form of a personal reflection. As academics, we carry the tremendous burden of expertise, and perhaps that is partly why, as pointed out by Schoenfeld (2018), the academic reward system focuses so heavily on novelty and innovation. With our expertise, we are supposed to have all the answers, solve all the problems, and do so in brilliant, new ways. Replication studies are undervalued because they not only, by definition, recreate past research but, perhaps, also bring into question another scholar?s expertise. Star (2018) even states that one of the three criteria of an outstanding replication study is that it “convincingly shows that there is reason to believe that the results of the original study may be flawed” (p. 99). Although this rigorous examination is precisely the way to build trust in the quality of our findings and move the field forward, it is also what makes it challenging to have candid conversations about what we do not know. |
Reframing Replication Studies as Studies of Generalizability: A Response to Critiques of the Nature and Necessity of Replication
| Pengarang | : | Kathleen Melhuish and Eva Thanheiser |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 49 (No. 1) |
| Halaman | : | 104-110 |
| Abstrak | : | As mathematics education researchers, our goal in publishing papers is to advance the field. To contribute in this manner, we must value not just novelty but also rigorous science that tests the generalizability of work in our field. This is especially important in education research, where it is impossible to have the clear, delineated, randomized studies that may exist in the hard sciences. Each study is situated in any number of contextual variables, from the particular group of students and teachers to the nature of any particular school setting. In this issue, we present two sets of replication studies (Melhuish, 2018, and Thanheiser, 2018) aiming to confirm, refute, and expand prior work. In the same issue, Schoenfeld (2018) and Star (2018) comment on these studies by raising greater questions about when replication studies are warranted in mathematics education, which studies should be published, and what exactly is meant by replication studies. We respond to the challenges posed by Schoenfeld and Star by making two points. To meet generalization goals, |
Research Commentary: When and Why Replication Studies Should be Published: Guidelines for Mathematics Education Journals
| Pengarang | : | Jon R. Star |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 49 (No. 1) |
| Halaman | : | 98-103 |
| Abstrak | : | The present issue of JRME features three articles—Melhuish (2018); Jamil, Larsen, and Hamre (2018); and Thanheiser (2018)—that involve, at least to some degree, replication of prior published studies. In each of these articles, the authors provide a clear rationale for the importance of the work, and in all three cases, the importance of replication of prior work is discussed. The authors of these three articles point out that the scientific community writ large values replication, and they also note that replication is quite rare in educational research generally and in mathematics education research more specifically. |
Research Commentary: On Replications
| Pengarang | : | Alan H. Schoenfeld |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 49 (No. 1) |
| Halaman | : | 91-97 |
| Abstrak | : | Life was simpler when I was a mathematician. As Gertrude Stein might have said, “a proof is a proof is a proof”: Once validated by the community, a mathematical result provides a rock-solid foundation on which one can build. By way of contrast, Henry Pollak once said that “there are no theorems in mathematics education.” In the social sciences, we seek to substantiate rather than to prove. |
Exploring Longitudinal Changes in Teacher Expectancy Effects on Childrens Mathematics Achievement
| Pengarang | : | Faiza M. Jamil, Ross A. Larsen, and Bridget K. Hamre |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 49 (No. 1) |
| Halaman | : | 57-90 |
| Abstrak | : | The current study uses a large, nationally representative data set and a new method for computing teacher expectations to better understand the developmental effect of mathematics teacher expectations on future student achievement. The study utilizes autoregressive cross-lagged models with 5 time points between kindergarten and 8th grade as well as multigroup modeling to examine group differences in teacher expectancy effects on achievement for girls and minority students. Results indicate that students' experiences with teacher expectations from 1 time point to the next are not significantly associated with one another, but their association with future student achievement grows over time. Teacher expectancy effects in mathematics are stronger for White girls, minority girls, and minority boys than they are for White boys. Implications for teaching are discussed. |
The Effects of Preservice Elementary School Teachers Accurate Self Assessments in the Context of Whole Number
| Pengarang | : | Eva Thanheiser |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 49 (No. 1) |
| Halaman | : | 39-56 |
| Abstrak | : | Elementary prospective school teachers (PSTs) often struggle to understand why they need to relearn the mathematics that they think they already know. In this set of replication studies, I address this struggle in 3 ways: First, by increasing and varying the participant pool, I replicate Thanheiser's (2009) study, which shows that PSTs do not yet understand number in a way that enables them to teach it. Second, I introduce, validate, and examine the effect of using a survey instead of interviews, thus changing the methods of the original study. Third, I move beyond Thanheiser's original study and show that an interview designed to help PSTs assess their own knowledge accurately correlates with more sophisticated conceptions at the end of the course. Based on these findings, I posit that such an interview could be used to help PSTs learn the mathematics that they need to teach. |
Three Conceptual Replication Studies in Group Theory
| Pengarang | : | Kathleen Melhuish |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 49 (No. 1) |
| Halaman | : | 9-38 |
| Abstrak | : | Many studies in mathematics education research occur with a nonrepresentative sample and are never replicated. To challenge this paradigm, I designed a large-scale study evaluating student conceptions in group theory that surveyed a national, representative sample of students. By replicating questions previously used to build theory around student understanding of subgroups, cyclic groups, and isomorphism with over 800 students, I establish the utility of replication studies to (a) validate previous results, (b) establish the prevalence of various student conceptions, and (c) reexamine theoretical propositions. Data analyzed include 1 round of open-ended surveys, 2 rounds of closed-form surveys, and 30 follow-up interviews. I illustrate the potential of replication studies to refine theory and theoretical propositions in 3 ways: by offering alternate interpretations of student responses, by challenging previous pedagogical implications, and by reevaluating connections between theories |
The Role of Replication Studies in Educational Research
| Pengarang | : | Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, and James Hiebert |
| Nama Majalah/Jurnal | : | Journal for Research in Mathematics Education |
| Volume / Edisi | : | 49 (No. 1) |
| Halaman | : | 2-8 |
| Abstrak | : | In the past year, we have used this space to tackle a chronic and important concern in mathematics education: how to increase the impact of research on practice. Because of the unique nature of this issue of JRME, we pause to address the critical idea of replication in educational research. In later issues, we will continue our primary theme and consider how the ideas raised in this editorial can further our understanding of the relationships between research and practice. |