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Volume 55 (2024): Issue 3 (May 2024)

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Volume 117 (2024): Issue 5 (May 2024)

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Attending to Coherence Among Research Questions, Methods, and Claims in Coding Studies

Jennifer A. Czocher and Kathleen Melhuish

We consider a kind of study common in mathematics education research: one that allocates qualitative data to categories in a theoretical or conceptual framework. These studies sometimes lack coherence among research questions, sampling and analysis methods, and claims, which can be attributed to tensions in how these aspects are framed. We ground our discussion in examples from five published studies, focusing on the methodological and reporting decisions that increase coherence: answering research questions from the same perspective they are asked (using a variance or a process lens), using (relative) frequencies properly to warrant claims, employing a coherent sampling strategy, and making appropriate generalizations. We argue that attending to coherence can increase the quality and contribution of coding studies.

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Beyond Gauss Sum in “Proof by Tomatoes”

Younhee Lee

An insightful way of understanding how the sum of cubes from 13 to n 3 can be represented by the square of the Gauss sum from 1 to n.

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Centering Empathy in a Mathematics Classroom

Eunhye Flavin and Jennifer Suh

We introduce the “Notice-Wonder-Deeply Care About” routine, coupled with data talks, designed and implemented for teaching mathematics for social justice. This routine prioritizes critical civic empathy as a means of aligning the teaching of mathematics concepts with students’ lives and societal implications.

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Centering Students’ Voices and Identities

Steve Weimar, Annie Fetter, and Jeannette Franklin

Ear to the Ground features voices from several corners of the mathematics education world.

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Energizing a Sustainability Inquiry

Alicia Curria, Lindsay Keazer, and Darcy Ronan

An elementary teacher integrated mathematics and science to engage fourth graders in an authentic inquiry exploring sustainability solutions for their school.

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Exploring Lunar Phases With the Moon Pie ­Simulation

Amanda Provost and Nicole Panorkou

Students use multiplicative and ratio reasoning with fraction and degree values as they explore a simulation of the lunar phases.

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GPS: Using Games to ­Explore Composing and Decomposing

Nicole Anthony, Caitlin McPherson, Anne Molloy, Frances Vincent, and Katherine Ariemma Marin

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners' growth as problem solvers across their years of school mathematics.

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Identity, Power, and Dignity: A Positional Analysis of Gisela in Her High School Mathematics Classroom

Emma C. Gargroetzi

Multiply minoritized learners face racialized, gendered, and ableist hierarchies of mathematical ability that shape the organization of schools and classrooms and can significantly challenge access to identities as mathematical learners and practitioners as well as to fundamental human dignity. Classrooms and everyday interactions can perpetuate or interrupt these conditions. Contributing to questions about the relationships among identity, power, and dignity in mathematics learning, this article presents a positional interaction analysis of Gisela, a Disabled 10th-grade Latina student, as she took up, challenged, and renegotiated identities of mathematical thinker, learner, and community member over the course of one school year.