An innovative program addresses the digital divide with short, engaging videos modeling mathematic activities sent to families through a free mobile app.
Sabrina De Los Santos Rodríguez, Audrey Martínez-Gudapakkam, and Judy Storeygard
Deanna Pecaski McLennan
Joshua T. Hertel and Tami S. Martin
The November 2013 issue of JRME marks the end to the 44th volume. Looking back on the history of the journal, many things have changed since the first issue was published in January 1970. In particular, the process through which manuscripts are submitted, reviewed, and published has changed greatly. Gone are the days of mailed manuscripts and reviews. As the journal has matured with the field of mathematics education, the standards and expectations for both manuscripts and reviews have also evolved. These standards and expectations are to a great extent influenced by the peer-review process and are thereby linked to the practice of blinding. When submitting a manuscript to JRME, authors must submit both a blinded and an unblinded version. The blinded version is sent to reviewers, and the unblinded version is used by the editorial staff. Although other journals use a single-blind process (reviewers are aware of the identities of the authors) or an open review process (both parties are aware of the others' identities), the JRME review process remains a double-blind process in which neither authors nor reviewers are aware of the others' identities.
Angeliki Kolovou, Marja van den Heuvel-Panhuizen, and Olaf Köller
This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve at home a number of problems by playing an online game. Although boys outperformed girls in early algebra performance on the pretest as well as on the posttest, boys and girls profited equally from the intervention. Implications of these results for educational practice are discussed.
Ricardo Nemirovsky, Molly L. Kelton, and Bohdan Rhodehamel
Research in experimental and developmental psychology, cognitive science, and neuroscience suggests that tool fluency depends on the merging of perceptual and motor aspects of its use, an achievement we call perceptuomotor integration. We investigate the development of perceptuomotor integration and its role in mathematical thinking and learning. Just as expertise in playing a piano relies on the interanimation of finger movements and perceived sounds, we argue that mathematical expertise involves the systematic interpenetration of perceptual and motor aspects of playing mathematical instruments. Through 2 microethnographic case studies of visitors who engaged with an interactive mathematics exhibit in a science museum, we explore the real-time emergence of perceptuomotor integration and the ways in which it supports mathematical imagination.
Teachers can use data from a research project to enhance their classroom assessment practices.