Research Commentaries: Engaging in Stewardship of Our Field

Aguirre, J., Herbel-Eisenmann, B., Celedón-Pattichis, S., Civil, M., Wilkerson, T., Stephan, M., Pape, S., & Clements, D. H. (2017). Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility. Journal for Research in Mathematics Education, 48(2), 124–147. https://doi.org/10.5951/jresematheduc.48.2.0124

Aguirre, J., Herbel-Eisenmann, B., Celedón-Pattichis, S., Civil, M., Wilkerson, T., Stephan, M., Pape, S., & Clements, D. H. (2017). Equity within mathematics education research as a political act: Moving from choice to intentional collective professional responsibility. Journal for Research in Mathematics Education, 48(2), 124–147. https://doi.org/10.5951/jresematheduc.48.2.0124)| false
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Baroody, A. J., Feil, Y., & Johnson, A. R. (2007). An alternative reconceptualization of procedural and conceptual knowledge. Journal for Research in Mathematics Education, 38(2), 115–131.

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Bartell, T., Wager, A., Edwards, A., Battey, D., Foote, M., & Spencer, J. (2017). Toward a framework for research linking equitable teaching with the Standards for Mathematical Practice. Journal for Research in Mathematics Education, 48(1), 7–21. https://doi.org/10.5951/jresematheduc.48.1.0007

Bartell, T., Wager, A., Edwards, A., Battey, D., Foote, M., & Spencer, J. (2017). Toward a framework for research linking equitable teaching with the Standards for Mathematical Practice. Journal for Research in Mathematics Education, 48(1), 7–21. https://doi.org/10.5951/jresematheduc.48.1.0007)| false
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Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., & Hiebert, J. (2018). The role of replication studies in educational research. Journal for Research in Mathematics Education, 49(1), 2–8. https://doi.org/10.5951/jresematheduc.49.1.0002

Cai, J., Morris, A., Hohensee, C., Hwang, S., Robison, V., & Hiebert, J. (2018). The role of replication studies in educational research. Journal for Research in Mathematics Education, 49(1), 2–8. https://doi.org/10.5951/jresematheduc.49.1.0002)| false
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Carney, M. B., Bostic, J., Krupa, E., & Shih, J. (2022). Interpretation and use statements for instruments in mathematics education. Journal for Research in Mathematics Education, 53(4), 334–340. https://doi.org/10.5951/jresematheduc-2020-0087

Carney, M. B., Bostic, J., Krupa, E., & Shih, J. (2022). Interpretation and use statements for instruments in mathematics education. Journal for Research in Mathematics Education, 53(4), 334–340. https://doi.org/10.5951/jresematheduc-2020-0087)| false
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Celedón-Pattichis, S., Borden, L. L., Pape, S. J., Clements, D. H., Peters, S. A., Males, J. R., Chapman, O., & Leonard, J. (2018). Asset-based approaches to equitable mathematics education research and practice. Journal for Research in Mathematics Education, 49(4), 373–389. https://doi.org/10.5951/jresematheduc.49.4.0373

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Chval, K. B., Reys, R., Reys, B. J., Tarr, J. E., & Chávez, Ó. (2006). Pressures to improve student performance: A context that both urges and impedes school-based research. Journal for Research in Mathematics Education, 37(3), 158–166.

Chval, K. B., Reys, R., Reys, B. J., Tarr, J. E., & Chávez, Ó. (2006). Pressures to improve student performance: A context that both urges and impedes school-based research. Journal for Research in Mathematics Education, 37(3), 158–166.)| false
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Clements, D. H., & Sarama, J. (2017). Valid issues but limited scope: A response to Kitchen and Berk’s Research Commentary on educational technology. Journal for Research in Mathematics Education, 48(5), 474–482. https://doi.org/10.5951/jresematheduc.48.5.0474

Clements, D. H., & Sarama, J. (2017). Valid issues but limited scope: A response to Kitchen and Berk’s Research Commentary on educational technology. Journal for Research in Mathematics Education, 48(5), 474–482. https://doi.org/10.5951/jresematheduc.48.5.0474)| false
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Dietiker, L., Males, L. M., Amador, J. M., & Earnest, D. (2018). Curricular noticing: A framework to describe teachers’ interactions with curriculum materials. Journal for Research in Mathematics Education, 49(5), 521–532. https://doi.org/10.5951/jresematheduc.49.5.0521

Dietiker, L., Males, L. M., Amador, J. M., & Earnest, D. (2018). Curricular noticing: A framework to describe teachers’ interactions with curriculum materials. Journal for Research in Mathematics Education, 49(5), 521–532. https://doi.org/10.5951/jresematheduc.49.5.0521)| false
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Ferrini-Mundy, J., & Schmidt, W. H. (2005). International comparative studies in mathematics education: Opportunities for collaboration and challenges for researchers. Journal for Research in Mathematics Education, 36(3), 164–175.

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Groth, R. E. (2015). Working at the boundaries of mathematics education and statistics education communities of practice. Journal for Research in Mathematics Education, 46(1), 4–16. https://doi.org/10.5951/jresematheduc.46.1.0004

Groth, R. E. (2015). Working at the boundaries of mathematics education and statistics education communities of practice. Journal for Research in Mathematics Education, 46(1), 4–16. https://doi.org/10.5951/jresematheduc.46.1.0004)| false
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Gutiérrez, R. (2008). A gap-gazing fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), 357–364. https://doi.org/10.5951/jresematheduc.39.4.0357

Gutiérrez, R. (2008). A gap-gazing fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), 357–364. https://doi.org/10.5951/jresematheduc.39.4.0357)| false
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Gutiérrez, R. (2022). A spiritual turn: Toward desire-based research and Indigenous futurity in mathematics education. Journal for Research in Mathematics Education, 53(5), 379–388. https://doi.org/10.5951/jresematheduc-2022-0005

Gutiérrez, R. (2022). A spiritual turn: Toward desire-based research and Indigenous futurity in mathematics education. Journal for Research in Mathematics Education, 53(5), 379–388. https://doi.org/10.5951/jresematheduc-2022-0005)| false
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Harper, F. K. (2019). A qualitative metasynthesis of teaching mathematics for social justice in action: Pitfalls and promises of practice. Journal for Research in Mathematics Education, 50(3), 268–310. https://doi.org/10.5951/jresematheduc.50.3.0268

Harper, F. K. (2019). A qualitative metasynthesis of teaching mathematics for social justice in action: Pitfalls and promises of practice. Journal for Research in Mathematics Education, 50(3), 268–310. https://doi.org/10.5951/jresematheduc.50.3.0268)| false
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Herbst, P., Chazan, D., Crespo, S., Matthews, P. G., & Lichtenstein, E. K. (2022). What the current editorial team values in reviews for JRME. Journal for Research in Mathematics Education, 53(4), 248–254. https://doi.org/10.5951/jresematheduc-2022-0053

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Hill, H. C., & Shih, J. C. (2009). Examining the quality of statistical mathematics education research. Journal for Research in Mathematics Education, 40(3), 241–250. https://doi.org/10.5951/jresematheduc.40.3.0241

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Ing, M., & Samkian, A. (2018). Raising concerns about sharing and reusing large-scale mathematics classroom observation video data. Journal for Research in Mathematics Education, 49(3), 247–260. https://doi.org/10.5951/jresematheduc.49.3.0247

Ing, M., & Samkian, A. (2018). Raising concerns about sharing and reusing large-scale mathematics classroom observation video data. Journal for Research in Mathematics Education, 49(3), 247–260. https://doi.org/10.5951/jresematheduc.49.3.0247)| false
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Jamil, F. M. (2018). A rejoinder: A reflection on the evolution of a replication study. Journal for Research in Mathematics Education, 49(1), 111–115. https://doi.org/10.5951/jresematheduc.49.1.0111

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Jamil, F. M., Larsen, R. A., & Hamre, B. K. (2018). Exploring longitudinal changes in teacher expectancy effects on children’s mathematics achievement. Journal for Research in Mathematics Education, 49(1), 57–90. https://doi.org/10.5951/jresematheduc.49.1.0057

Jamil, F. M., Larsen, R. A., & Hamre, B. K. (2018). Exploring longitudinal changes in teacher expectancy effects on children’s mathematics achievement. Journal for Research in Mathematics Education, 49(1), 57–90. https://doi.org/10.5951/jresematheduc.49.1.0057)| false
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Jones, M. G. (2009a). Transfer, abstraction, and context. Journal for Research in Mathematics Education, 40(2), 80–89. https://doi.org/10.5951/jresematheduc.40.2.0080

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Jones, M. G. (2009b). Examining surface features in context. Journal for Research in Mathematics Education, 40(2), 94–96.

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Joseph, N. M., Frank, T. J., & Elliot, T. Y. (2021). A call for a critical-historical framework in addressing the mathematical experiences of Black teachers and students. Journal for Research in Mathematics Education, 52(4), 476–490. https://doi.org/10.5951/jresematheduc-2020-0013

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Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2009). Concrete instantiations of mathematics: A double-edged sword. Journal for Research in Mathematics Education, 40(2), 90–93.

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Kilpatrick, J. (2007). A commentary on research commentaries. Journal for Research in Mathematics Education, 38(2), 106–107. https://doi.org/10.5951/jresematheduc.38.2.0106

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Kilpatrick, J. (2013). Needed: Critical foxes. In K. R. Leatham (Ed.), Vital directions for mathematics education research (pp. 173–187). Springer. https://doi.org/10.1007/978-1-4614-6977-3_8

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Kitchen, R., & Berk, S. (2016). Educational technology: An equity challenge to the Common Core. Journal for Research in Mathematics Education, 47(1), 3–16. https://doi.org/10.5951/jresematheduc.47.1.0003

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Kitchen, R., & Berk, S. (2017). Keeping the focus on underserved students, privilege, and power: A reaction to Clements and Sarama. Journal for Research in Mathematics Education, 48(5), 483–487. https://doi.org/10.5951/jresematheduc.48.5.0483

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Leatham, K. R. (2015). Observations on citation practices in mathematics education research. Journal for Research in Mathematics Education, 46(3), 253–269. https://doi.org/10.5951/jresematheduc.46.3.0253

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Louie, N., & Zhan, W.-Y. (2022). A socio-ecological framework for research in mathematics education. Journal for Research in Mathematics Education, 53(5), 365–371. https://doi.org/10.5951/jresematheduc-2022-0003

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Lubienski, S. T. (2008). On gap gazing in mathematics education: The need for gaps analyses. Journal for Research in Mathematics Education, 39(4), 350–356. https://doi.org/10.5951/jresematheduc.39.4.0350

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Lubienski, S. T., & Gutiérrez, R. (2008). Bridging the gaps in perspectives on equity in mathematics education. Journal for Research in Mathematics Education, 39(4), 365–371. https://doi.org/10.5951/jresematheduc.39.4.0365

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Maeda, Y., Kenney, R. H., & Lolkus, M. (in press). Meta-aggregation: Methodological guidance and lessons learned on an approach to qualitative synthesis for mathematics education. Journal for Research in Mathematics Education.

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Matthews, P. G., Herbst, P., Crespo, S., & Lichtenstein, E. K. (2022). Continuing a conversation about equity-focused research in mathematics education. Journal for Research in Mathematics Education, 53(5), 342–349. https://doi.org/10.5951/jresematheduc-2022-0125

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Melhuish, K. (2018). Three conceptual replication studies in group theory. Journal for Research in Mathematics Education, 49(1), 9–38. https://doi.org/10.5951/jresematheduc.49.1.0009

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Melhuish, K., & Thanheiser, E. (2018). A rejoinder: Reframing replication studies as studies of generalizability: A response to critiques of the nature and necessity of replication. Journal for Research in Mathematics Education, 49(1), 104–110. https://doi.org/10.5951/jresematheduc.49.1.0104

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Thanheiser, E. (2018). The effects of preservice elementary school teachers’ accurate self-assessments in the context of whole number. Journal for Research in Mathematics Education, 49(1), 39–56. https://doi.org/10.5951/jresematheduc.49.1.0039

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Thanheiser, E., Ellis, A., & Herbel-Eisenmann, B. (2012). From dissertation to publication in JRME. Journal for Research in Mathematics Education, 43(2), 144–158. https://doi.org/10.5951/jresematheduc.43.2.0144

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Valoyes-Chávez, L., & Darragh, L. (2022). Identity work, racialized emotions, and equity in mathematics education. Journal for Research in Mathematics Education, 53(5), 372–378. https://doi.org/10.5951/jresematheduc-2022-0002

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