Mathematics education (Researches)

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2019 (Vol. 50), No. 1 January 2019 pp. 1-112

Research Pathways That Connect Research and Practice (pp. 2-10)Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison and James Hiebert DOI: 10.5951/jresematheduc.50.1.0002 https://www.jstor.org/stable/10.5951/jresematheduc.50.1.0002 SaveCite this Item

RESEARCH COMMENTARY Critiques of the Common Core in Early Math: A Research-Based Response Critiques of the Common Core in Early Math: A Research-Based Response (pp. 11-22)Douglas H. Clements, Karen C. Fuson and Julie Sarama DOI: 10.5951/jresematheduc.50.1.0011 https://www.jstor.org/stable/10.5951/jresematheduc.50.1.0011 SaveCite this Item

ARTICLES Relationships Between Opportunity to Learn Mathematics in Teacher Preparation and Graduates' Knowledge for Teaching Mathematics Relationships Between Opportunity to Learn Mathematics in Teacher Preparation and Graduates' Knowledge for Teaching Mathematics (pp. 23-50)James Hiebert, Dawn Berk, Emily Miller, Heather Gallivan and Erin Meikle DOI: 10.5951/jresematheduc.50.1.0023 https://www.jstor.org/stable/10.5951/jresematheduc.50.1.0023 SaveCite this ItemSolving Equations: Exploring Instructional Exchanges as Lenses to Understand Teaching and Its Resistance to Reform Solving Equations: Exploring Instructional Exchanges as Lenses to Understand Teaching and Its Resistance to Reform (pp. 51-83)Orly Buchbinder, Daniel I. Chazan and Michelle Capozzoli DOI: 10.5951/jresematheduc.50.1.0051 https://www.jstor.org/stable/10.5951/jresematheduc.50.1.0051 SaveCite this Item

BRIEF REPORTS What You See Is What You Get? Sign Language in the Mathematics Classroom What You See Is What You Get? Sign Language in the Mathematics Classroom (pp. 84-97)Christina M. Krause DOI: 10.5951/jresematheduc.50.1.0084 https://www.jstor.org/stable/10.5951/jresematheduc.50.1.0084 SaveCite this ItemCharacteristics of Precalculus Through Calculus 2 Programs: Insights From a National Census Survey Characteristics of Precalculus Through Calculus 2 Programs: Insights From a National Census Survey (pp. 98-112)Chris Rasmussen, Naneh Apkarian, Jessica Ellis Hagman, Estrella Johnson, Sean Larsen and David Bressoud DOI: 10.5951/jresematheduc.50.1.0098 https://www.jstor.org/stable/10.5951/jresematheduc.50.1.0098 SaveCite this Item

2018 (Vol. 49) , No. 5 November 2018 pp. 514-628

Reconceptualizing the Roles of Researchers and Teachers to Bring Research Closer to Teaching (pp. 514-520)Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison and James Hiebert DOI: 10.5951/jresematheduc.49.5.0514 https://www.jstor.org/stable/10.5951/jresematheduc.49.5.0514 SaveCite this Item

RESEARCH COMMENTARY Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials (pp. 521-532)Leslie Dietiker, Lorraine M. Males, Julie M. Amador and Darrell Earnest DOI: 10.5951/jresematheduc.49.5.0521 https://www.jstor.org/stable/10.5951/jresematheduc.49.5.0521 SaveCite this Item

ARTICLES Effects of Three Interventions on Children's Spatial Structuring and Coordination of Area Units Effects of Three Interventions on Children's Spatial Structuring and Coordination of Area Units (pp. 533-574)Amanda L. Cullen, Cheryl L. Eames, Craig J. Cullen, Jeffrey E. Barrett, Julie Sarama, Douglas H. Clements and Douglas W. Van Dine DOI: 10.5951/jresematheduc.49.5.0533 https://www.jstor.org/stable/10.5951/jresematheduc.49.5.0533 SaveCite this ItemA Cross-Sectional Investigation of Students' Reasoning About Integer Addition and Subtraction: Ways of Reasoning, Problem Types, and Flexibility A Cross-Sectional Investigation of Students' Reasoning About Integer Addition and Subtraction: Ways of Reasoning, Problem Types, and Flexibility (pp. 575-613)Lisa L. Lamb, Jessica Pierson Bishop, Randolph A. Philipp, Ian Whitacre and Bonnie P. Schappelle DOI: 10.5951/jresematheduc.49.5.0575 https://www.jstor.org/stable/10.5951/jresematheduc.49.5.0575 SaveCite this Item

BOOK REVIEW Highlighting Theory to Connect Research and Practice Highlighting Theory to Connect Research and Practice (pp. 614-618)Research for Educational Change: Transforming Researchers' Insights Into Improvement in Mathematics Teaching and Learning by Jill Adler, Anna Sfard Review by: Paola Sztajn, Mona Tauber and Ana Patricia Maroto Vargas DOI: 10.5951/jresematheduc.49.5.0614 https://www.jstor.org/stable/10.5951/jresematheduc.49.5.0614 SaveCite this Item

Acknowledgment Acknowledgment (pp. 619-623)DOI: 10.5951/jresematheduc.49.5.0619 https://www.jstor.org/stable/10.5951/jresematheduc.49.5.0619 SaveCite this Item

Index Index (pp. 624-628)https://www.jstor.org/stable/10.5951/jresematheduc.49.5.0624 SaveCite this Item