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Secondary Education and Teaching Commons™
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Full-Text Articles in Secondary Education and Teaching
An English Only Fountain: A Response To Tamsin Meaney’S Critique Of English Privilege In Mathematics Education Research, David W. Stinson
An English Only Fountain: A Response To Tamsin Meaney’S Critique Of English Privilege In Mathematics Education Research, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
In this brief written reaction to Tamsin Meaney’s essay “The Privileging of English in Mathematics Education Research, Just a Necessary Evil?”, the author’s explicit purpose is to provoke an emotional response to Meaney’s plenary address with the juxtaposition of two visuals: (1) Table 1 – a list of English Only mathematics education conferences; (2) Figure 1 – a picture of a Whites Only water fountain. While intentionally aiming for an emotional response, however, it is important to note that the author is not suggesting that the injustices of Jim Crow and Apartheid were (are) one in the same nor that …
On Being A Hardliner On Issues Of Race And Culture In Mathematics Education Research, David W. Stinson
On Being A Hardliner On Issues Of Race And Culture In Mathematics Education Research, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
In this editorial, the author provides a revised written version of his remarks delivered at the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Chicago, IL, November 15, 2013; the remarks were in response to Professor Na’ilah Suad Nasir’s (2013) plenary address “Why Should Mathematics Educators Care about Race and Culture?”
Diversity In Methodology: Different Possibilities For Data Collection, Analysis, And Representation, David W. Stinson, Erika C. Bullock
Diversity In Methodology: Different Possibilities For Data Collection, Analysis, And Representation, David W. Stinson, Erika C. Bullock
Middle-Secondary Education and Instructional Technology Faculty Publications
Mathematics education research over the past half century can be understood as operating in four distinct yet overlapping and simultaneously operating historical moments: the process–product moment (1970s–), the interpretivist–constructivist moment (1980s–), the social-turn moment (mid 1980s–), and the sociopolitical-turn moment (2000s–). Each moment embraces unique theoretical perspectives as it critiques or rejects others. Moreover, because methodology is inextricably linked to theory, each moment calls forth unique methodological perspectives. Using exemplars of research articles from each moment, the authors illustrate how each moment provides different possibilities for data collection, analysis, and representation.