Judith T. Sowder

Perspectives From Mathematics Education

I will admit to initial astonishment at the results of the study of gender differences in mathematical thinking. Nothing in the literature prepared me for such significant differences in children so young. My thoughts were best sorted out as responses to three questions: What could be the underlying causes for the differences in strategy use (if indeed the differences are not just a fluke)? Would such differences really matter in terms of mathematical development? If such differences exist in a wider population, what are the implications?

Conceptions and practices of extraordinary mathematics teachers

Abstract Four teachers were identified as “extraordinary“ teachers of mathematics. Data gathered from interviews, tests on content knowledge, discussions during a series of seminars, and one observation in each teachers classroom were used in summarizing characteristics of these teachers under three headings: (a) their mathematical preparation and their content knowledge of mathematics: (b) their conceptions about mathematics, about learning, about teaching, about the roles of teachers and of students, and about the assessment of learning; and (c) their teaching practices. Within each of these three areas, many commonalities were found among these teachers. This article will describe these commonalities and make inferences about the conditions and support necessary for teachers to begin to adopt beliefs and practices necessary to sustain reform of school mathematics.

Ethics in Mathematics Education Research

Scenario 1: You are conducting a case study of a mathematics organization in your country. You have interviewed many members, including several within the organization’s hierarchy, and have promised confidentiality. Your funding agency asks you to share your interviews in a forthcoming meeting. What should you do?