This Research Commentary addresses the need for standards for describing mathematics professional development in mathematics education research reports. Considering that mathematics professional development is an emerging research field, it is timely to set expectations for what constitutes high-quality reporting in this field. Through an examination of the research reports on the topic published in the Journal for Research in Mathematics Education during the past decade, I offer a framework and a set of features to be used in initiating discussions about pros and cons of having reporting standards. I contend that when researchers have standards for describing the mathematics professional development they are studying, better quality will be attained in the new research field.
Joe woke me up. “Mom,” he said, “it's today!” “Today, what?” I managed to mumble. “The hundredth day of school, Mom; it is so special. I want to dress up to go to school and be real nice for our party,” he added. And so he did.
Aaron Trocki, Christine Taylor, Tina Starling, Paola Sztajn and Daniel Heck
Adapted from literacy instruction for use in mathematics, the think-aloud strategy models mathematical thinking.
Cyndi Edgington, P. Holt Wilson, Paola Sztajn and Jared Webb
Mathematics teacher educators play a critical role in translating research findings into frameworks that are useful for mathematics teachers in their daily practice. In this article, we describe the development of a representation that brings together four research-based learning trajectories on number and operations. We detail our design process, present the ways in which we shared this representation with teachers during a professional development project, and provide evidence of the ways teachers used this translation of research into a pedagogical tool to make sense of students' mathematics. We conclude with revisions to the representation based on our analysis and discuss the role of mathematics teacher educators in translating research findings into useful tools for teachers.
Research for Educational Change: Transforming Researchers' Insights Into Improvement in Mathematics Teaching and Learning. (2017).
Paola Sztajn, Mona Tauber and Ana Patricia Maroto Vargas
What role should educational research play in practice and vice versa? What is the role of theory in connecting research and practice? These are some of the questions that readers are invited to consider in Research for Educational Change: Transforming Researchers' Insights Into Improvement in Mathematics Teaching and Learning. Using a novel approach, this book brings these questions to the foreground and examines the links among research, practice, and theory in mathematics education.
Creso Franco, Paola Sztajn and Maria Isabel Ramalho Ortigão
In this article, we use data from a large-scale Brazilian national assessment to discuss the relation between reform teaching and equity in mathematics education. We study the dimensionality of teaching style to better qualify what reform teaching means. We then use hierarchical linear models to explore whether reform teaching is associated with student achievement in mathematics and with student socioeconomic status (SES). Our results indicate that reform and traditional teaching are not opposite sides of a one-dimensional axis. They also emphasize both that reform teaching is related to higher school average achievement in mathematics and that the dissemination of reform teaching contributes to minimize the achievement gap between students who attend schools with low average SES and students who attend schools with high average SES. However, our results also show that reform is associated with an increase in within-school inequality in the social distribution of achievement.
Lara Dick, Tracy Foote White, Aaron Trocki, Paola Sztajn, Daniel Heck and Kate Herrema
This discourse strategy helps students understand story problems by revealing the task in stages and having learners adjust their predictions.