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  • 1
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    Doing Research: A New Researcher’s Guide (2022)
    Springer Nature | Springer
    Details
    Publication Date: 2024-03-29
    Description: This book is about scientific inquiry. Designed for early and mid-career researchers, it is a practical manual for conducting and communicating high-quality research in (mathematics) education. Based on the authors’ extensive experience as researchers, as mentors, and as members of the editorial team for the Journal for Research in Mathematics Education (JRME), this book directly speaks to researchers and their communities about each phase of the process for conceptualizing, conducting, and communicating high-quality research in (mathematics) education. In the late 2010s, both JRME and Educational Studies in Mathematics celebrated 50 years of publishing high-quality research in mathematics education. Many advances in the field have occurred since the establishment of these journals, and these anniversaries marked a milestone in research in mathematics education. Indeed, fifty years represents a small step for human history but a giant leap for mathematics education. The educational research community in general (and the mathematics education community in particular) has strongly advocated for original research, placing great emphasis on building knowledge and capacity in the field. Because it is an interdisciplinary field, mathematics education has integrated means and methods for scientific inquiry from multiple disciplines. Now that the field is gaining maturity, it is a good time to take a step back and systematically consider how mathematics education researchers can engage in significant, impactful scientific inquiry.
    Keywords: Research questions ; Hypotheses ; Theoretical framework ; Scientific inquiry ; Robust methods ; Interpretation of findings ; Pilot study ; Unexpected findings ; Continuous improvement ; Communicating research ; Learning opportunities ; Impact on practice ; bic Book Industry Communication::J Society & social sciences::JN Education ; bic Book Industry Communication::J Society & social sciences::JN Education::JNZ Study & learning skills: general ; bic Book Industry Communication::J Society & social sciences::JN Education::JNU Teaching of a specific subject ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNZ Study and learning skills: general ; thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject
    Language: English
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    E-BOOK
  • 2
    Electronic Resource
    Electronic Resource
    A theory of developing competence with written mathematical symbols (1988)
    Springer
    Educational studies in mathematics 19 (1988), S. 333-355 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Notes: Abstract The paper presents a theory of how competence with written mathematical symbols develops. The theory proposes a succession of cognitive processes that cumulate to yield competence: (1) connecting individual symbols with referents; (2) developing symbol manipulation procedures; (3a) elaborating procedures for symbols; (3b) routinizing the procedures for manipulating symbols; and (4) using the symbols and rules as referents for building more abstract symbol systems. Each process must be engaged, and each must be engaged in sequence. Arguments in support of the theory are drawn from the history, philosophy and psychology of mathematics. The theory has implications for the sequencing and the content of instructional activities.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00312451
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    Paper (German National Licenses)
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  • 3
    Electronic Resource
    Electronic Resource
    Piagetian tasks as readiness measures in mathematics instruction: A critical review (1982)
    Springer
    Educational studies in mathematics 13 (1982), S. 329-345 
    Details
    ISSN: 1573-0816
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Notes: Abstract The purpose of this review was to synthesize the research on the relationship between performance on Piagetian tasks of concrete operations and performance on mathematics learning tasks in order to determine whether the Piagetian tasks make useful readiness measures. The research consistently indicates that, while there is a positive correlation between performance on Piagetian tasks and mathematics achievement, many school mathematics tasks can be mastered by children who have not yet developed the reasoning abilities measured by Piagetian tasks. This does not diminish the validity of Piaget's theory, but rather suggests that the kinds of reasoning processes identified by Piaget are not essential in solving many school mathematics tasks.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00311247
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    Paper (German National Licenses)
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  • 4
    Electronic Resource
    Electronic Resource
    Observing and Teaching Reform-Minded Lessons: What Do Teachers See? (1998)
    Springer
    Journal of mathematics teacher education 1 (1998), S. 217-236 
    Details
    ISSN: 1573-1820
    Source: Springer Online Journal Archives 1860-2000
    Topics: Mathematics
    Notes: Abstract We describe the way in which 12 primary-grade teachers responded to reform-minded teaching of multidigit addition and subtraction. Three teachers were hired to deliver 6–12 weeks of specially designed instruction; the other 9 teachers observed this instruction in their classrooms. Results of follow-up interviews showed that teachers who believed mathematics was more than a collection of skills and that students must construct their own understandings were inclined to interpret and appreciate the special instruction as the developers had intended. Teachers who believed mathematics was primarily a set of skills they must teach focused on a few individual features of the instruction, usually the use of physical materials, and, if they transferred any of the special instruction into their own teaching, often distorted the developers' intent. The more intensive involvement of the hired teachers led to more positive assessments of the instruction, but even here antithetical beliefs constrained later practice. Observations are provided on the nature of effective teacher development programs.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1009944923609
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    Paper (German National Licenses)
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