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/530
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Copyright (c) 2019 TME Editors
2019-12-202019-12-20282A Note to Reviewers
http://tme.journals.libs.uga.edu/index.php/tme/article/view/531
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Copyright (c) 2019 TME Editors
2019-12-202019-12-20282Exercising Mathematical Authority: Three Cases of Preservice Teachers’ Algebraic Justifications
http://tme.journals.libs.uga.edu/index.php/tme/article/view/408
<p dir="ltr">Students’ ability to reason for themselves is a crucial step in developing conceptual understandings of mathematics, especially if those students are preservice teachers. Even if classroom environments are structured to promote students’ reasoning and sense-making, students may rely on prior procedural knowledge to justify their mathematical arguments. In this study, we employed a multiple-case-study research design to investigate how groups of elementary preservice teachers exercised their mathematical authority on a growing visual patterns task. The results of this study emphasize that even when mathematics teacher educators create classroom environments that delegate mathematical authority to learners, they still need to attend to the strength of preservice teachers’ reliance on their prior knowledge.</p>Priya Vinata PrasadVictoria Jasmine Barron
Copyright (c) 2019 Priya Vinata Prasad, Victoria Jasmine Barron
2019-12-202019-12-20282Generalization, Assimilation, and Accommodation
http://tme.journals.libs.uga.edu/index.php/tme/article/view/467
<p class="Abstract">Generalization is critical to mathematical thought and to learning mathematics. However, students at all levels struggle to generalize. In this paper, I present a theoretical analysis connecting Piaget’s assimilation and accommodation constructs to Harel and Tall’s (1991) framework for generalization in advanced mathematics. I offer a theoretical argument and empirical examples of students generalizing graphing from R<sup>2</sup> to R<sup>3</sup>. The work presented here contributes to the field by (a) drawing attention to particular cognitive activities that underpin generalization, (b) explaining empirical findings (my own and others’) occurring as a result of particular cognitive activities, and (c) providing implications for influencing student cognition in the classroom.</p>Allison Dorko
Copyright (c) 2019 Allison Dorko
2019-12-202019-12-20282Secondary Mathematics Teacher Educators’ Interpretations of the Situative Perspective
http://tme.journals.libs.uga.edu/index.php/tme/article/view/477
<div><p class="TMEAbstract">In this study, we examined five mathematics teacher educators’ (MTEs’) interpretation of the situative perspective, who self-identify as holding that perspective. Furthermore, we share how they designed and facilitated their secondary mathematics methods course pertaining to the activities they identified as most important for the course. We discuss the participants’ two interpretations of the perspective rooted in the context of teaching and the act of teaching, which seemed to influence their approach to topics of equity but not the types of activities they identified as being most important. Overall, findings from this study indicate there is diversity with respect to how the five MTEs interpret the situative perspective, and that diversity seems to be contextual.</p></div>Cynthia E. TaylorRyan C. Smith
Copyright (c) 2019 Cynthia E. Taylor
2019-12-202019-12-20282The Effect of Additional Math in High School on College Success
http://tme.journals.libs.uga.edu/index.php/tme/article/view/464
<p style="margin-bottom: 0in; line-height: 200%;">Methods of causal inference are not widely used by education researchers, even though they can be extremely useful tools for eliminating selection bias and confounding factors in empirical studies. For example, researchers have established that taking additional math classes in high school is strongly correlated with success in college and higher earnings. More recent research seeks to show that taking additional math in high school actually causes success in college. Such analyses are difficult because researchers must draw meaning from naturally occurring data, rather than through experimentation. Researchers have employed a few different methods of causal inference with varying levels of success. Studies using the best methods suggest that taking additional courses in high school mathematics does, in fact, cause an increase in college enrollment and future wages. Education researchers should recognize the power of causal inference methods more widely in evaluating treatment effects.</p>Seth Eric Poulsen
Copyright (c) 2019 Seth Eric Poulsen
2019-12-202019-12-20282