Volume 116 (2023): Issue 11 (Nov 2023)
Journal Issue
Volume 54 (2023): Issue 5 (Nov 2023)
Journal Issue
Acknowledgment
A thank you to the people who reviewed manuscripts for JRME.
The Beauty of Regular Hexagons
Arsalan Wares
The author shares geometry that inspires him.
Broken Ceiling Lights: Circular Area Without the Radius
Nicholas J. Gilbertson
A customer walks in to a lighting store with a broken ceiling light, and the solution to finding a replacement glass illuminates an alternative approach to finding the circumference and area of a circle without knowing the circle’s center, radius, or diameter.
“Discourse: Simple Moves that Work”
Molly Rothermel Rawding, Theresa Wills, and Introduction by: Karla Bandemer
An article from the NCTM legacy journalMathematics Teaching in the Middle School offers simple methods to improve discourse and engagement in the mathematics classroom.
The Doctorate Is Part of the Infrastructure of Our Research Field
Patricio Herbst
This editorial argues that the promotion of research in mathematics education, particularly in the present moment in the United States, requires deliberate thinking about how doctoral preparation supports the development of the human infrastructure for research.
GPS: Good Measures
Daniel K. Siebert and Monica G. McLeod
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.
Let’s Give Them Something to Talk About
Nicola M. Hodkowski and Carolyn Carhart-Quezada
Different types of open tasks can be used as a tool to promote rigorous student mathematical discourse and considerations for facilitation.
Meta-Aggregation: Methodological Guidance and Lessons Learned on an Approach to Qualitative Synthesis for Mathematics Education Research
Yukiko Maeda, Rachael H. Kenney, and Michael Lolkus
In this Research Commentary, we address a call to translate qualitative educational research into practice by highlighting the potential of the qualitative synthesis methodology, which thus far has had limited guidelines and exemplars in mathematics education research. We contribute methodological guidance on one qualitative synthesis approach, meta-aggregation, by sharing experiences and lessons learned from using this approach in mathematics education. We discuss how and why researchers can normalize the use of this synthesis approach to influence policies and practices in mathematics teaching and learning. By sharing our experiences and insights on meta-aggregation components, we aim to support and motivate future development and application of qualitative synthesis in mathematics education research.
