The Mathematics Educator
http://tme.journals.libs.uga.edu/index.php/tme
<em>The Mathematics Educator</em> strives to provide a forum for collaboration of mathematics educators at varying levels of professional experience. Its purpose is to promote the interchange of ideas among the mathematics education community, locally, nationally, and internationally and to present a variety of viewpoints on a broad spectrum of issues related to mathematics education.The University of Georgiaen-USThe Mathematics EducatorFront Matter
http://tme.journals.libs.uga.edu/index.php/tme/article/view/510
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Copyright (c) 2019 TME Editors
2019-08-192019-08-19281A Note to Reviewers
http://tme.journals.libs.uga.edu/index.php/tme/article/view/508
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Copyright (c) 2019 TME Editors
2019-08-192019-08-19281A Preliminary Genetic Decomposition of Probabilistic Independence
http://tme.journals.libs.uga.edu/index.php/tme/article/view/404
<p><em>The purpose of this research is to construct a preliminary genetic decomposition delineating the mental constructions underlying probabilistic independence. This delineation will be considered within the framework of APOS theory. While the use of the term independence in probability is often conflated with causation, the technical definition relies instead upon an understanding of conditional probability. I hypothesize that the concept of independence is only fully available to students with a schema conception of probability. I offer additional hypotheses, supported by literature and anecdotal teaching experience, regarding students’ quantification of probability and construction of combinatorial reasoning.</em></p>Karen Zwanch
Copyright (c) 2019 Karen Zwanch
2019-08-192019-08-19281Action Cards as Means into Second Graders’ Metacognition During Mathematics Problem Solving
http://tme.journals.libs.uga.edu/index.php/tme/article/view/457
<p>Despite the important role that metacognition plays in school mathematics, only recently has attention turned to primary grades. The aim of this exploratory qualitative study was to find out to what extent six second graders engage in metacognitive behaviors during mathematics problem solving. The analysis was based on the adaptation of the multi-method interview approach, whose core idea lies upon using action cards consisting of metacognitive cues. The results show that even young children engage in different metacognitive actions. However, the use of action cards revealed some drawbacks with respect to studying young children’s metacognition during mathematics problem solving, which are discussed at the end.</p>Ana Kuzle
Copyright (c) 2019 Ana Kuzle
2019-08-192019-08-19281Mathematics teacher developers’ views of a demonstration class
http://tme.journals.libs.uga.edu/index.php/tme/article/view/400
<p>This article examines the professional vision of mathematics teacher developers during a professional development experience that featured observations of a content course for elementary teachers. The researchers examined whether these mathematics teacher developers viewed the demonstration class as an <em>analysis class</em>, a site for reflection and analysis, or a <em>model class</em>, an example of teaching to be emulated. Results indicated participants could hold either view and, in some cases, both. Each view provided opportunities for professional growth, but particular aspects of the experience promoted an analysis class view.</p>Ginger RhodesAllyson Hallman-ThrasherKyle T Schultz
Copyright (c) 2019 Ginger Rhodes
2019-08-192019-08-19281