mathematics education (p. 94). They expressed “optimism” (p. 95) that this would change as the field as a whole increasingly broadened its theoretical roots beyond the psychological traditions from which it first sprouted. The March 2022 issue of JRME seems
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Sian E. Zelbo
mathematical education. An exploration of the literature about New Orleans public schools and the history of African American education showed that the skeletal facts of the 1875 controversy were known to scholars of New Orleans Reconstruction history (e
S. Leigh Nataro
on diversity, equity and inclusion, and justice work, as well as a desire to give an account of recent happenings in the intersecting worlds of mathematics, education, and mathematics education. All contributors operate on an entirely voluntary basis
Randall E. Groth
Statistics education has begun to mature as a discipline distinct from mathematics education, creating new perspectives on the teaching and learning of statistics. This commentary emphasizes the importance of coordinating perspectives from statistics education and mathematics education through boundary interactions between the two communities of practice. I argue that such interactions are particularly vital in shared problem spaces related to the teaching and learning of measurement, variability, and contextualized problems. Collaborative work within these shared problem spaces can contribute to the vitality of each discipline. Neglect of the shared problem spaces may contribute to insularity and have negative consequences for research and school curricula. Challenges of working at the boundaries are considered, and strategies for overcoming the challenges are proposed.
J. Michael Shaughnessy
I am pleased to have this opportunity to share a retrospective of several events early in my career that had a big impact on mathematics education nationally and internationally and were instrumental in my own professional development as a
Oyemolade Osibodu, Sunghwan Byun, Victoria Hand, and Carlos LópezLeiva
Mathematics education researchers concerned with justice and rehumanizing mathematics education have called for research that addresses seriously the values, commitments, and voices of communities for which the research is most consequential
Luz Valoyes-Chávez and Lisa Darragh
The articles included in the March 2022 issue of JRME exemplify some aspects of the equity-oriented mathematics education scholarship in the United States. They represent not only the community of researchers dedicated to examining issues of
Michele B. Carney, Jonathan Bostic, Erin Krupa, and Jeff Shih
The purpose of this Commentary is to increase discussion in the field of mathematics education around conceptualizations of validity and instrument validation and to describe the need for instrument abstracts—termed Interpretation and Use
Paulo Tan, Alexis Padilla, Erica N. Mason, and James Sheldon
I n chapters 1 and 2 , we discussed the power of humanizing mathematics education; in chapter 3, we describe an important element of this humanization process, that is, understanding mathematics education as a human rights issue. We also share
Chapter
Paulo Tan, Alexis Padilla, Erica N. Mason, and James Sheldon
Paulo Tan, Alexis Padilla, Erica N. Mason, and James Sheldon
different from your usual method? What would it take for this to become a regular occurrence with all types of students? Prospective Teachers at Work as Observed by Paulo Tan I often notice the power of humanizing mathematics education for students
