More Like this

1. Practice-based research on the teaching of mathematics: Progress and imperatives for the future

   Hoover, M.; Ball, D. L. (January 2021, Nordisk matematikkdidaktikk)

   Professional fields face persistent challenges in connecting practice and theory. In particular, tensions exist as to how theory and knowledge are developed, as well as what constitutes authority for practice. Together the articles in this issue explore three elements of the turn toward ”practice-based” research and professional education in mathematics education: designing teaching and learning in and for practice, learning mathematics teaching as a practice, and collaborating across professional roles and identities. In this commentary, we interrogate meanings of practice-based research on teaching and discuss themes across this collection of articles. We then argue for three imperatives for future efforts: (i) working on shared understandings of what the term ”practice-based” might mean; (ii) developing more nuanced conceptualizations of ”teaching”; and (iii) attending explicitly to justice in practice. 

   more » « less
2. Struggling with struggle: Implications for students with diverse cognitive resources [Brief research report]

   Crawford, A. (January 2021, The 43rd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Virtual/Philadelphia, USA.)

   Olanoff, D. (Ed.)

   The perspectives in mathematics education and special education are in tension when it comes to productive struggle. This study describes how struggle surfaced for the students and teacher/researcher in teaching experiments using learning trajectories with three students with diverse cognitive profiles. The students’ activity helps to illustrate the relationships between struggle and mathematics learning. I share how students’ struggle led to my own challenge in navigating tensions between mathematics education and special education. I consider how my focus on productive struggle without attending to cognitive difference reflected ableist thinking. Finally, I suggest implications of these observations for reframing productive struggle. 

   more » « less
3. Learning Assistantships in College Mathematics: Value for Preservice Teacher Development

   https://doi.org/10.59236/td2021vol14iss21487  

   Gomez_Johnson, Kelly; Jakopovic, Paula; Rech, Janice; Hodge-Zickerman, Angie (September 2021, Transformative Dialogues: Teaching and Learning Journal)

   Increasing the achievement of students in Science, Technology, Engineering, and Mathematics (STEM) from early grades to college coursework continues to be at the forefront of educational transformations and research. There is a need for stakeholders at various levels of education to collaborate and confront the complexities of STEM teaching and learning, especially in areas like mathematics education. In recent decades, active learning in college mathematics coursework focusing on collaboration and inquiry-based learning has been proven to positively impact student learning outcomes and is transforming how students and faculty experience mathematics. Active learning environments also provide a unique opportunity to engage undergraduate learning assistants with faculty where they can support near-peer students and deepen their own understanding. Situated within a scholarship program interested in recruiting, retaining, and supporting future STEM teachers, researchers seek to understand what aspects of undergraduate student participation matter most their development and interest in STEM and teaching. In particular, this paper examines scholarship participants serving as learning assistants in active learning college mathematics classrooms to see where and how they find value in their experience. Implications of this research can inform faculty and university programs on how they might prioritize and transform learning opportunities for students to impact their current and future development in STEM and beyond. 

   more » « less
4. Empowering citizens: The importance of quantitative reasoning in higher education

   Foley, Gregory D (January 2025, Scientia)

   Deeprose, Catherine (Ed.)

   Despite a growing emphasis on Quantitative Reasoning in education, particularly as universities develop courses that move beyond traditional mathematics, its role in fostering critical citizenship remains underexplored. The research reported herein explores the perspectives of instructors on teaching Quantitative Reasoning at university and examines how these courses can promote critical citizenship. By evaluating practical teaching approaches, the study highlights the evolving role of quantitative reasoning in preparing students for thoughtful civic participation. 

   more » « less
5. On Fostering Creative Collaborations and Future Directions

   https://doi.org/10.1177/01614681241228029  

   Celedón-Pattichis, Sylvia (December 2023, Teachers College Record: The Voice of Scholarship in Education)

   This commentary focuses on reflections involving the special issue on Teaching and Learning Mathematics and Computing in Multilingual Contexts and the important role that Teachers College Record has played in fostering creative interdisciplinary collaborations among researchers, graduate students, teachers, K-12 students, and parents. A discussion is included on how participating as a Guest Lead Editor of this special issue afforded opportunities to learn more about projects that integrate mathematics and computing as well as transformations that have impacted the work we do in our respective fields. Multilingual contexts contribute much to our understanding of global perspectives on mathematics education. Taking up a memorable moment that involved such a context, I discuss future directions for the Teachers College Record as we consider reaching to multilingual audiences. 

   more » « less