Journal of Mathematics Education at Teachers College

Spring 2025 Acknowledgments

JMETC Editorial Board — Fri, 27 Jun 2025 00:00:00 +0000

Notes from the Field Preface

Molly Stern, Kihoon Lee — Fri, 27 Jun 2025 00:00:00 +0000

Notes Preface

Online Investigations of the Quadrilateral Hierarchy Using “Launch-Explore-Summarize”

Eileen Fernández, Elise Lahiere, Eliza Leszczynski — Fri, 27 Jun 2025 00:00:00 +0000

One of our favorite face-to-face teaching frameworks is “Launch, Explore, Summarize” (LES). However, transitioning LES activities to online settings challenged us to reimagine how learning and its interactions could be supported in this new environment. We explore our experience transitioning an LES lesson on the quadrilateral hierarchy to a synchronous platform in an online geometry course for middle school teachers. We describe how constructivism provided a foundation for our choices, how we navigated the interactions that arose, and the valuable learning opportunities that resulted from these interactions. Our work suggests the promise of LES as an instructional method in online mathematics teacher education.

Programs and Opportunities for Early Career Mathematics Education Scholars

Fri, 27 Jun 2025 00:00:00 +0000

Early career mathematics education scholars face several challenges as they navigate academia. Some of these challenges relate to disparities in access to information and encouragement to apply to certain opportunities. In this paper, a diverse group of early career mathematics education scholars presents programs that have supported their work. The purpose of the paper is to serve as a repository of some of these programs for advisors, mentors, and scholars. Based on their experience securing these opportunities, the authors also offer advice and encouragement for future applicants. Ultimately, the paper contributes to demystifying academia and facilitating the search for opportunities for those joining the field.

Reflective Homework System in Mathematics Courses

Wiktor Mogilski, Alan Parry — Fri, 27 Jun 2025 00:00:00 +0000

Reflective and formative assessments are commonly used in both K-12 and higher education but are less common in university mathematics courses. In fact, much of mathematics education seems to be heavily reliant on summative assessments. In this article, we introduce a formative assessment in the frame of a reflective homework system that can be modified and implemented across the mathematics curriculum. We then report on a survey that we administered in the traditional university undergraduate calculus sequence that we designed to measure student attitude and perception of this reflective assessment. We hope that this study encourages faculty at other institutions to implement such assessments in their mathematics courses.

Spring 2025 Inside Back Cover

JMETC Editorial Board — Fri, 27 Jun 2025 00:00:00 +0000

Spring 2025 Inside Front Cover

JMETC Editorial Board — Fri, 27 Jun 2025 00:00:00 +0000

Spring 2025 Preface

Molly Stern; Kihoon Lee — Fri, 27 Jun 2025 00:00:00 +0000

The Relationship Between Student Attitude Toward Mathematics and Student Mathematics Achievement

Michael Osborne, Brandon Hibbard — Fri, 27 Jun 2025 00:00:00 +0000

Using the United States data from the 2019 Trends in International Mathematics and Science Study, which included a total of 9924 randomly selected students in grade eight from 325 randomly selected schools, the present study examined the relationship between the students’ attitudes toward mathematics and the mathematics achievement of the students. Due to the hierarchical structure of the educational data, multilevel statistical modeling was used to analyze the data. While including sex and parent education level as student-level control variables and school location and school socioeconomic status as school-level control variables, the students’ attitudes toward mathematics demonstrated significant positive effects on the students’ mathematics achievement. Furthermore, this relationship was shown to vary significantly across schools; however, school disciplinary climate was not found to be a significant contributor to this variation.

Navigating through Social Justice in Mathematics Education

Dr. Panthi, Shashidhar Belbase, Dr. Acharya, Dr. Kshetree, Dr. Khanal, Dr. Opoku — Fri, 27 Jun 2025 00:00:00 +0000

Social justice in mathematics education remains a critical concern. Despite growing awareness, progress has been insufficient. Mathematics education plays a pivotal role in fostering social justice through creativity, critical thinking, innovation, and collaborative problem-solving. However, existing curriculum, teaching practices, and assessments reveal significant shortcomings. This review-based argument highlights four critical areas—prospects, priorities, processes, and problems—aimed at creating a socially just environment with equitable access to high-quality mathematics for all students. The authors emphasize the interrelatedness of social justice within these criteria to promote equity, access, and empowerment in mathematics education.

Secondary Mathematics Teacher Decision-Making and Their Selection of Digital Materials

Anita Sundrani — Fri, 27 Jun 2025 00:00:00 +0000

As online spaces for mathematics content and lesson plans become more accessible, teachers are exploring these websites to make decisions about instructional materials for their courses. These resources then have an impact on what is enacted in the classroom and what opportunities students have to learn mathematics. One of the most popular online spaces teachers frequent is Teachers Pay Teachers (TpT). Using the Remillard and Heck’s model on curriculum enactment, this study investigates secondary mathematics teachers’ decision-making process and the heuristics they rely on when choosing mathematics content from online spaces, namely TpT due to its extensive use by educators. Findings suggest that these participants exhibit reliance on the availability, representativeness, anchoring and adjustment, and groupthink heuristics.