Search Results

You are looking at 1 - 7 of 7 items for

  • Author or Editor: Glendon W. Blume x
Clear All Modify Search
Restricted access

Glendon W. Blume

Because JRME is a research journal, its value to those who conduct research in mathematics education is obvious. What may not be as obvious, however, is that JRME articles also have the potential to benefit another audience, namely, mathematics education practitioners. Research articles in JRME (and those in other mathematics education research journals, as well) can offer to practitioners helpful information and a variety of tools that have the potential to be useful in their work. The variety of “practitioners” who can benefit from research articles in JRME includes those who teach mathematics at the prekindergarten through collegiate levels, teacher educators who work with prospective mathematics teachers at any of those levels, mathematics coaches or supervisors who serve as school- or district-based leaders for groups of mathematics teachers, teacher educators who engage in-service mathematics teachers in professional development, and even researchers who teach others about mathematics education research.

Restricted access

M. Kathleen Heid and Glendon W. Blume

Restricted access

Charles E. Mitchell and Glendon W. Blume

The nature of the work you do will determine the logic system you should buy.

Restricted access

Martin A. Simon and Glendon W. Blume

This study focused on understanding the evaluation of the area of a rectangular region as a multiplicative relationship between the lengths of the sides. The analysis of data from a whole-class teaching experiment involving prospective elementary teachers resulted in the development of a description of the quantitative reasoning involved. Important aspects of this reasoning include the anticipation of a rectangular array of units as the structure of the area quantity and the subsequent constituting of the units based on the linear measures. The analysis of the prospective teachers' understandings proved useful in generating additional problems. The teachers' engagement with these problems resulted in their developing more complete understandings of the constitution of area units.

Restricted access

Glendon W. Blume and Harold L. Schoen

The mathematical problem-solving processes used by 27 eighth graders who had studied BASIC programming for a semester were compared to those of 27 who had not. The programmers used more systematic approaches and reviewed their solutions more often than the nonprogrammers but did not make more use of equations or do more planning. Further, the groups did not differ in the number of correct answers to a set of five process problems or two written problem-solving tests.

Restricted access

Glendon W. Blume, M. Kathleen Heid and Rose Mary Zbiek

The Journal for Research in Mathematics Education has the reputation of being one of the top journals worldwide that publishes mathematics education research. The task of analyzing the viability of a manuscript as a potential JRME article naturally leads to the question: What is the purpose of publishing papers in a mathematics education research journal?

Restricted access

Glendon W. Blume, Judith S. Zawojewski, Edward A. Silver and Patricia Ann Kenney

Worthwhile mathematical tasks engage the problem solver in sound and significant mathematics, elicit a variety of solution methods, and require mathematical reasoning. Such problems also prompt responses that are rich enough to reveal mathematical understandings. Just as good classroom practice engages students in worthwhile mathematical tasks, sound professional development does the same with teachers. Providing teachers with opportunities to engage in worthwhile mathematical tasks and to analyze the mathematical ideas underlying those tasks promotes the vision of the Professional Standards for Teaching Mathematics (NCTM 1991).