This article explores teaching practices described in NCTM's Principles to Actions: Ensuring Mathematical Success for All. Investigating and mitigating implicit bias in questions are discussed in this article, which is another installment in the series.
Beth Herbel-Eisenmann and Niral Shah
Beth A. Herbel-Eisenmann
In this article, I used a discourse analytic framework to examine the “voice” of a middle school mathematics unit. I attended to the text's voice, which helped to illuminate the construction of the roles of the authors and readers and the expected relationships between them. The discursive framework I used focused my attention on particular language forms. The aim of the analysis was to see whether the authors of the unit achieved the ideological goal (i.e., the intended curriculum) put forth by the NCTM's Standards (1991) to shift the locus of authority away from the teacher and the textbook and toward student mathematical reasoning and justification. The findings indicate that achieving this goal is more difficult than the authors of the Standards documents may have realized and that there may be a mismatch between this goal and conventional textbook forms.
Beth A. Herbel-Eisenmann
A way to introduce and use mathematical language in mathematics classrooms that draws on multiple representations and student language.
Corey Drake, Michelle Cirillo and Beth Herbel-Eisenmann
“Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well” (The Teaching Principle, NCTM 2000, p. 16).
Michelle Cirillo, Corey Drake and Beth Herbel-Eisenmann
Samuel Otten, Beth Herbel-Eisenmann and Lorraine Males
A vignette from an early algebra class reveals a rich opportunity for generating proof before geometry.
Michelle Cirillo, Beth Herbel-Eisenmann and Corey Drake
Samuel Otten, Michelle Cirillo and Beth A. Herbel-Eisenmann
Reconsider typical discourse strategies when discussing homework and move toward a system that promotes the Standards for Mathematical Practice.
Eva Thanheiser, Amy Ellis and Beth Herbel-Eisenmann
In this Research Commentary, 3 JRME authors describe the process of publishing their research in JRME. All 3 authors published parts of their dissertation in JRME and are sharing their stories to help (new) researchers in mathematics education better understand the process and to offer (experienced) researchers in mathematics education a tool that can be used to mentor their less experienced colleagues and students. The authors address preparing, conceptualizing, and writing a manuscript as well as responding to reviewers.
Beth A. Herbel-Eisenmann and Samuel Otten
This article offers a particular analytic method from systemic functional linguistics, thematic analysis, which reveals the mathematical meaning potentials construed in discourse. Addressing concerns that discourse analysis is too often content-free, thematic analysis provides a way to represent semantic structures of mathematical content, allows for content comparisons to be drawn between classroom episodes, and identifies points of possible student misinterpretation. Analyses of 2 middle school classroom excerpts focusing on area—1 that derives triangle area formulas from the rectangle area formula and another that connects parallelogram and rectangular area— are used to delineate the method. Descriptions of similarities and differences in the classroom discourse highlight how, in each classroom, mathematical terms such as base and height were used in semantically related but distinct ways. These findings raise the question of whether students were aware of and able to navigate such semantic shifts.