In this research commentary, I argue that the field of mathematics education as a whole can and should improve its citation practices. I begin by discussing 4 forms of citation practice and considering how they vary with respect to transparency of voice. I then discuss several ways our citation practices may misrepresent cited authors' ideas, providing examples to illustrate the errors. I conclude by suggesting ways that we as writers (but also as reviewers and as graduate faculty) might jointly work toward improving our citation practices.
In light of anticipated changes in mathematics education, an alternative for the well-known “research-development-diffusion” model is presented. It is based on an integration of curriculum research and design embedded in “educational development.” In this context curriculum development is described as purposeful and sensible tinkering. It is argued that the theory production implied in this process may be exploited in “developmental research.” However, developmental research is not yet well established as a research discipline. The core of this article is an effort to explicate the characteristics of developmental research and to discuss its methodological aspects.
James J. Kaput and Patrick W. Thompson
The first 25 years of the JRME overlap with the first decades of electronic technologies in education. Hence the growth of technology and research in mathematics education have tended to occur in parallel. But the interactions among mathematics education research, developments in technology. and the evolving nature of school mathematics and learning are complex. To some extent, the technology was superimposed on both school practice and research in mathematics education. On the other hand, it has become increasingly evident that the technology altered the nature of the activity using it.
Jessica T. Ivy, Sarah B. Bush and Barbara J. Dougherty
, firstname.lastname@example.org , is the Director of the Curriculum Research & Development Group in the College of Education at the University of Hawai'i. Her research interests focus on supporting students who struggle in mathematics.
Randall E. Groth, Jennifer A. Bergner, Jathan W. Austin, Claudia R. Burgess and Veera Holdai
( Campbell & Skoog, 2004 ; Hunter, Laursen, & Seymour, 2006 ; Seymour, Hunter, Laursen, & DeAntoni, 2003 ). Hence, undergraduate research experiences are linked to both cognitive and affective gains in undergraduates’ orientations toward research