Difference between revisions of "Compendium for Research in Mathematics Education"
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Section 1: Foundations | Section 1: Foundations | ||
<ol start="1"> | |||
<li>Research: To Inform, Deform, or Reform? by [[Jere Confrey]] | |||
<li>Linking Research and Practice in Mathematics Education: Perspectives and Pathways by Edward A. Silver and Crystal Lunsford</li> | |||
<li>Education Reform, Research, and Policy: Interwoven Influences on Mathematics Education in the United States by Joan Ferrini-Mundy</li> | |||
<li>A Taxonomy of Approaches to Learning Trajectories and Progressions by Joanne Lobato and C. David Walters</li> | |||
<li>The Role of Theory Development in Increasing the Subject Specificity of Research on Mathematics Teaching by Patricio Herbst and Daniel Chazan</li> | |||
<li>Exploring Different Theoretical Frontiers for Different (and Uncertain) Possibilities in Mathematics Education Research by David W. Stinson and Margaret Walshaw</li> | |||
</ol> | |||
Section 2: Methods | Section 2: Methods | ||
<ol start="7"> | |||
<li>Qualitative Methods by Elizabeth De Freitas, Stephen Lerman, and Amy Noelle Parks</li> | |||
<li>Aligning Statistical Modeling With Theories of Learning in Mathematics Education Research by Finbarr C. Sloane and Jesse L. M. Wilkins</li> | |||
<li>Conducting Design Studies to Investigate and Support Mathematics Students' and Teachers' Learning by Paul Cobb, Kara Jackson, and Charlotte Dunlap Sharpe</li> | |||
</ol> | |||
Section 3: Mathematical Processes and Content | Section 3: Mathematical Processes and Content | ||
<ol start="10"> | |||
<li>Research on the Teaching and Learning of Proof: Taking Stock and Moving Forward by Gabriel J. Stylianides, Andreas J. Stylianides, and Keith Weber</li> | |||
<li>The Teaching and Learning and Mathematical Modeling by Gabriele Kaiser</li> | |||
<li>Providing Support for Student Learning: Recommendations from Cognitive Science for the Teaching of Mathematics by Jon R. Star and Lieven Verschaffel</li> | |||
<li>Early Number Operations: Whole Numbers by Arthur J. Baroody and David J. Purpura</li> | |||
<li>Learning and Teaching Measurement: Coordinating Quantity and Number by John P. Smith III and Jeffrey E. Barrett</li> | |||
<li>Algebraic Thinking in the Elementary and Middle Grades by Ana C. Stephens, Amy B. Ellis, Maria Blanton, and Bárbara M. Brizuela</li> | |||
<li>Variation, Covariation, and Functions: Foundational Ways of Thinking Mathematically by Patrick W. Thompson and Marilyn P. Carlson</li> | |||
<li>The Learning and Teaching of Geometry by Nathalie Sinclair, Michelle Cirillo, and Michael de Villiers</li> | |||
<li>Teaching and Learning Probability and Statistics: An Integrated Perspective by Cynthia W. Langrall, Katie Makar, Per Nilsson, and J. Michael Shaughnessy</li> | |||
<li>Understanding the Concepts of Calculus: Frameworks and Roadmaps Emerging From Educational Research by Sean Larsen, Karen Marrongelle, David Bressoud, and Karen Graham</li> | |||
<li>Post-Calculus Research in Undergraduate Mathematics Education by Chris Rasmussen and Megan Wawro</li> | |||
</ol> | |||
Section 4: Students, Teachers, and Learning Environments | Section 4: Students, Teachers, and Learning Environments | ||
<ol start="21"> | |||
<li>Language Diversity and Mathematics: Second Language, Bilingual, and Multilingual Learners by Richard Barwell, Judit N. Moschkovich, and Mamokgethi Setati Phakeng</li> | |||
<li>Race and Mathematics Education by Danny Bernard Martin, Celia Rousseau Anderson, and Niral Shaw</li> | |||
<li>Identity in Research on Mathematics Education by Jennifer M. Langer-Osuna and Indigo Esmonde</li> | |||
<li>Research on Gender and Mathematics by Sarah Theule Lubienski and Colleen M. Ganley</li> | |||
<li>The Complexities of Mathematical Engagement: Motivation, Affect, and Social Interactions by James Middleton, Amanda Jansen, and Gerald A. Goldin</li> | |||
<li>The Multimodal Material Mind: Embodiment in Mathematics Education by Luis Radford, Ferdinando Arzarello, Laurie Edwards, and Cristina Sabena</li> | |||
<li>Highlighting Heritages and Building Tasks: A Critical Analysis of Mathematics Classroom Discourse Literature by Beth Herbel-Eisenmann, Tamsin Meaney, Jessica Pierson Bishop, and Einat Heyd-Metzuyanim</li> | |||
<li>Research on Core Practices in K-12 Mathematics Teaching by Victoria R. Jacobs and Denise A. Spangler</li> | |||
<li>Research on Mathematics Professional Development by Paola Sztajn, Hilda Borko, and Thomas M. Smith</li> | |||
<li>Issues in Curriculum Studies: Evidence-Based Insights and Future Directions by Gwendolyn M. Lloyd, Jinfa Cai, and James E. Tarr</li> | |||
<li>Technology for Learning Mathematics by Jeremy Roschelle, Richard Noss, Paulo Blinkstein, and Nicholas Jackiw</li> | |||
</ol> | |||
Section 5: Futuristic Issues | Section 5: Futuristic Issues | ||
<ol start="32"> | |||
<li>Mathematics Educational Neuroscience: Promises and Challenges by Anderson Norton and Martha Ann Bell</li> | |||
<li>Instruction That Meets the Needs of Students With Mathematics Disabilities and Difficulties by Anne Foegen and Barbara Dougherty</li> | |||
<li>Creativity and Giftedness in Mathematics Education: A Pragmatic View by Bharath Sriraman and Per Haavold</li> | |||
<li>Assessment in the Era of Teacher Accountability by Peter Kloosterman and Hugh Burkhardt</li> | |||
<li>Doctorates in Mathematics Education: How They Have Evolved, What Constitutes a High-Quality Program, and What Might Lie Ahead by Robert E. Reys</li> | |||
<li>Mathematics Education at U.S. Public Two-Year Colleges by Vilma Mesa</li> | |||
<li>Toward a Vibrant and Socially Significant Informal Mathematics Education by Ricardo Nemirovsky, Molly L. Kelton, and Marta Civil</li> | |||
</ol> | |||
Revision as of 23:29, 3 June 2021
- Editor: Jinfa Cai
- Year: 2017
- Publisher: National Council of Teachers of Mathematics
- Source: https://www.nctm.org/store/crme/
This research handbook from NCTM is essentially the "Third Handbook," except a prior agreement with Information Age Publishing prevented NCTM from using that name. This is an update of NCTM's second research handbook, the 2007 Second Handbook of Research on Mathematics Teaching and Learning.
Contents
Section 1: Foundations
- Research: To Inform, Deform, or Reform? by Jere Confrey
- Linking Research and Practice in Mathematics Education: Perspectives and Pathways by Edward A. Silver and Crystal Lunsford
- Education Reform, Research, and Policy: Interwoven Influences on Mathematics Education in the United States by Joan Ferrini-Mundy
- A Taxonomy of Approaches to Learning Trajectories and Progressions by Joanne Lobato and C. David Walters
- The Role of Theory Development in Increasing the Subject Specificity of Research on Mathematics Teaching by Patricio Herbst and Daniel Chazan
- Exploring Different Theoretical Frontiers for Different (and Uncertain) Possibilities in Mathematics Education Research by David W. Stinson and Margaret Walshaw
Section 2: Methods
- Qualitative Methods by Elizabeth De Freitas, Stephen Lerman, and Amy Noelle Parks
- Aligning Statistical Modeling With Theories of Learning in Mathematics Education Research by Finbarr C. Sloane and Jesse L. M. Wilkins
- Conducting Design Studies to Investigate and Support Mathematics Students' and Teachers' Learning by Paul Cobb, Kara Jackson, and Charlotte Dunlap Sharpe
Section 3: Mathematical Processes and Content
- Research on the Teaching and Learning of Proof: Taking Stock and Moving Forward by Gabriel J. Stylianides, Andreas J. Stylianides, and Keith Weber
- The Teaching and Learning and Mathematical Modeling by Gabriele Kaiser
- Providing Support for Student Learning: Recommendations from Cognitive Science for the Teaching of Mathematics by Jon R. Star and Lieven Verschaffel
- Early Number Operations: Whole Numbers by Arthur J. Baroody and David J. Purpura
- Learning and Teaching Measurement: Coordinating Quantity and Number by John P. Smith III and Jeffrey E. Barrett
- Algebraic Thinking in the Elementary and Middle Grades by Ana C. Stephens, Amy B. Ellis, Maria Blanton, and Bárbara M. Brizuela
- Variation, Covariation, and Functions: Foundational Ways of Thinking Mathematically by Patrick W. Thompson and Marilyn P. Carlson
- The Learning and Teaching of Geometry by Nathalie Sinclair, Michelle Cirillo, and Michael de Villiers
- Teaching and Learning Probability and Statistics: An Integrated Perspective by Cynthia W. Langrall, Katie Makar, Per Nilsson, and J. Michael Shaughnessy
- Understanding the Concepts of Calculus: Frameworks and Roadmaps Emerging From Educational Research by Sean Larsen, Karen Marrongelle, David Bressoud, and Karen Graham
- Post-Calculus Research in Undergraduate Mathematics Education by Chris Rasmussen and Megan Wawro
Section 4: Students, Teachers, and Learning Environments
- Language Diversity and Mathematics: Second Language, Bilingual, and Multilingual Learners by Richard Barwell, Judit N. Moschkovich, and Mamokgethi Setati Phakeng
- Race and Mathematics Education by Danny Bernard Martin, Celia Rousseau Anderson, and Niral Shaw
- Identity in Research on Mathematics Education by Jennifer M. Langer-Osuna and Indigo Esmonde
- Research on Gender and Mathematics by Sarah Theule Lubienski and Colleen M. Ganley
- The Complexities of Mathematical Engagement: Motivation, Affect, and Social Interactions by James Middleton, Amanda Jansen, and Gerald A. Goldin
- The Multimodal Material Mind: Embodiment in Mathematics Education by Luis Radford, Ferdinando Arzarello, Laurie Edwards, and Cristina Sabena
- Highlighting Heritages and Building Tasks: A Critical Analysis of Mathematics Classroom Discourse Literature by Beth Herbel-Eisenmann, Tamsin Meaney, Jessica Pierson Bishop, and Einat Heyd-Metzuyanim
- Research on Core Practices in K-12 Mathematics Teaching by Victoria R. Jacobs and Denise A. Spangler
- Research on Mathematics Professional Development by Paola Sztajn, Hilda Borko, and Thomas M. Smith
- Issues in Curriculum Studies: Evidence-Based Insights and Future Directions by Gwendolyn M. Lloyd, Jinfa Cai, and James E. Tarr
- Technology for Learning Mathematics by Jeremy Roschelle, Richard Noss, Paulo Blinkstein, and Nicholas Jackiw
Section 5: Futuristic Issues
- Mathematics Educational Neuroscience: Promises and Challenges by Anderson Norton and Martha Ann Bell
- Instruction That Meets the Needs of Students With Mathematics Disabilities and Difficulties by Anne Foegen and Barbara Dougherty
- Creativity and Giftedness in Mathematics Education: A Pragmatic View by Bharath Sriraman and Per Haavold
- Assessment in the Era of Teacher Accountability by Peter Kloosterman and Hugh Burkhardt
- Doctorates in Mathematics Education: How They Have Evolved, What Constitutes a High-Quality Program, and What Might Lie Ahead by Robert E. Reys
- Mathematics Education at U.S. Public Two-Year Colleges by Vilma Mesa
- Toward a Vibrant and Socially Significant Informal Mathematics Education by Ricardo Nemirovsky, Molly L. Kelton, and Marta Civil