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

# Search Results

## A Socio-Ecological Framework for Research in Mathematics Education

### Nicole Louie and Wan-Yue Zhan

## Edgar J. Edmunds: A Historical Case Study of Race in Mathematics Education

### 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

## Promoting Mathematics Education

### 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

## Research Commentary: Working at the Boundaries of Mathematics Education and Statistics Education Communities of Practice

### 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.

## Then: Surprisingly Impactful Past Mathematics Education Events

### 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

## Research in Mathematics Education: The Role of Theory and of Aptitude-Treatment-Interaction

### Jerry P. Becker

This paper seeks to focus attention on the current ferment in mathematics education and on the need for more research in mathematics education. In particular, special attention is placed on the need for a theory of mathematics learning and teaching. Emphasis is also placed on the contributions of empirical research and, in particular, that of Aptitude-Treatment-Interaction research, to building an organized body of knowledge about mathematics education. The author concludes the paper with some remarks about training researchers.

## A Participatory Turn in Mathematics Education Research: Possibilities and Tensions

### 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

## Identity Work, Racialized Emotions, and Equity in Mathematics Education

### 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

## Interpretation and Use Statements for Instruments in Mathematics Education

### 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

## CBTE in Elementary Mathematics Education

### William D. McKillip

Some aspects of competency-based teacher education (CBTE), as they apply to the preparation of teachers of mathematics, are explored in this article. Essential and distinguishing features of CBTE are examined and related to the University of Georgia experience in CBTE, and some nonessential features of CBTE are identified. A “competency” and how competencies may be identified are discussed, along with the effects of a competency orientation on methods courses, student teaching, and internship experiences. Some research trends related to CBTE are also touched on. And finally, the development of a competency is described.