Marking 21 years of Research in Mathematics Education

References

• Alcock, L., Gilmore, C., & Inglis, M. (2013). Experimental methods in mathematics education research. Research in Mathematics Education, 15(2), 97–99. doi: 10.1080/14794802.2013.797731
   Google Scholar
• Al-Murani, T., Kilhamn, C., Morgan, D., & Watson, A. (2018). Opportunities for learning: The use of variation to analyse examples of a paradigm shift in teaching primary mathematics in England. Research in Mathematics Education, 21(1). doi: 10.1080/14794802.2018.1511460
   Web of Science ®Google Scholar
• Black, L., & Norén, E. (2018). Editorial. Research in Mathematics Education, 20(2), 105–109. doi: 10.1080/14794802.2018.1485051
   Web of Science ®Google Scholar
• Brown, L. (1999). Introduction. Research in Mathematics Education, 1(1), i–ii. doi: 10.1080/14794809909461541
   Google Scholar
• Brown, M., Brown, P., & Bibby, T. (2008). “I would rather die”: Reasons given by 16-year-olds for not continuing their study of mathematics. Research in Mathematics Education, 10(1), 3–18. doi: 10.1080/14794800801915814
   Google Scholar
• Carrillo-Yañez, J., Climent, N., Montes, M., Contreras, L. C., Flores-Medrano, E., Escudero-Ávila, D., … Muñoz-Catalán, M. C. (2018). The mathematics teacher’s specialised knowledge (MTSK) model. Research in Mathematics Education, 20(3), 236–253. doi: 10.1080/14794802.2018.1479981
   Web of Science ®Google Scholar
• Drijvers, P. (2018). Tools and taxonomies: A response to Hoyles. Research in Mathematics Education, 20(3), 229–235. doi: 10.1080/14794802.2018.1522269
   Web of Science ®Google Scholar
• Gifford, S., & Rockliffe, F. (2012). Mathematics difficulties: Does one approach fit all? Research in Mathematics Education, 14(1), 1–15. doi: 10.1080/14794802.2012.657436
   Google Scholar
• Hannula, M. S. (2012). Exploring new dimensions of mathematics-related affect: Embodied and social theories. Research in Mathematics Education, 14(2), 137–161. doi: 10.1080/14794802.2012.694281
   Google Scholar
• Hilton, J. III, Larsen, R., Wiley, D., & Fischer, L. (2019). Substituting open educational resources for commercial curriculum materials: Effects on student mathematics achievement in elementary schools. Research in Mathematics Education, 21(1). doi:10.1080/14794802.2019.1573150
   Web of Science ®Google Scholar
• Hodgen, J., Nardi, E., & Rowland, T. (2012). European research in mathematics education: A “spirit” of inclusion and scientific quality. Research in Mathematics Education, 14(2), 107–108. doi: 10.1080/14794802.2012.694279
   Google Scholar
• Hodgen, J., Simpson, A., & Solomon, Y. (2016). Editorial. Research in Mathematics Education, 18(1), 1–2. doi: 10.1080/14794802.2016.1142172
   Web of Science ®Google Scholar
• Horsman, R. (2019). Book Review: International perspectives on the teaching and learning of geometry in secondary schools. Research in Mathematics Education, 21(1). doi: 10.1080/14794802.2018.1531055
   Web of Science ®Google Scholar
• Howe, C., Luthman, S., Ruthven, K., Mercer, N., Hofmann, R., Ilie, S., & Guardia, P. (2015). Rational number and proportional reasoning in early secondary school: Towards principled improvement in mathematics. Research in Mathematics Education, 17(1), 38–56. doi: 10.1080/14794802.2015.1019914
   Web of Science ®Google Scholar
• Howson, G. (2009). The origins of mathematics education research in the UK: A tribute to Brian Griffiths. Research in Mathematics Education, 11(2), 97–114. doi: 10.1080/14794800903063307
   Google Scholar
• Hoyles, C. (2018). Transforming the mathematical practices of learners and teachers through digital technology. Research in Mathematics Education, 20(3), 209–228. doi: 10.1080/14794802.2018.1484799
   Web of Science ®Google Scholar
• Iannone, P., & Jones, I. (2017). Special issue on summative assessment. Research in Mathematics Education, 19(2), 103–107. doi: 10.1080/14794802.2017.1334578
   Web of Science ®Google Scholar
• Jones, K. (2008). Windows on mathematics education research in mainland China: A thematic review. Research in Mathematics Education, 10(1), 107–113. doi: 10.1080/14794800801917141
   Google Scholar
• Jones, K., & Morgan, C. (2001). Research in mathematics education: Some issues and some emerging influences. Research in Mathematics Education, 3(1), 1–20. doi: 10.1080/14794800008520081
   Google Scholar
• Lewis, M. (2019). Book review: Mathematics lesson study around the world: Theoretical and methodological issues. Research in Mathematics Education, 21(1). doi: 10.1080/14794802.2018.1563563
   Web of Science ®Google Scholar
• Lowrie, T. (2011). “If this was real”: Tensions between using genuine artefacts and collaborative learning in mathematics tasks. Research in Mathematics Education, 13(1), 1–16. doi: 10.1080/14794802.2011.550707
   Google Scholar
• Macdonald, B., & Wilkins, J. (2019). Subitising activity relative to units construction: A case study. Research in Mathematics Education, 21(1). doi:10.1080/14794802.2019.1579667
   Web of Science ®Google Scholar
• Marks, R. (2014). Educational triage and ability-grouping in primary mathematics: A case-study of the impacts on low-attaining pupils. Research in Mathematics Education, 16(1), 38–53. doi: 10.1080/14794802.2013.874095
   Google Scholar
• Morgan, C., & Sfard, A. (2016). Studying the evolution of school mathematics as a change in discourse. Research in Mathematics Education, 18(2), 89–91. doi: 10.1080/14794802.2016.1182063
   Web of Science ®Google Scholar
• Nardi, E., Biza, I., González-Martín, A. S., Gueudet, G., & Winsløw, C. (2014). Institutional, sociocultural and discursive approaches to research in university mathematics education. Research in Mathematics Education, 16(2), 91–94. doi: 10.1080/14794802.2014.918344
   Google Scholar
• Nardi, E., & Rowland, T. (2010). Editorial. Research in Mathematics Education, 12(2), 95–97. doi: 10.1080/14794802.2010.496969
   Google Scholar
• Noyes, A. (2009). Exploring social patterns of participation in university-entrance level mathematics in England. Research in Mathematics Education, 11(2), 167–183. doi:10.1080/14794800903063356. Retrieved from https://www.tandfonline.com/
   Google Scholar
• Noyes, A. (2016). Bringing Bourdieu to mathematics education: A response to Williams and Choudry. Research in Mathematics Education, 18(1), 22–26. doi: 10.1080/14794802.2016.1141314
   Web of Science ®Google Scholar
• Rasmussen, K., & Isoda, M. (2019). The intangible task–a revelatory case of teaching mathematical thinking in Japanese elementary schools. Research in Mathematics Education, 21(1). doi: 10.1080/14794802.2018.1555714
   Web of Science ®Google Scholar
• Rowland, T., Hodgen, J., & Solomon, Y. (2015). Mathematics teaching: Tales of the unexpected. Research in Mathematics Education, 17(2), 71–73. doi: 10.1080/14794802.2015.1047788
   Web of Science ®Google Scholar
• Rowland, T., & Nardi, E. (2008a). Editorial. Research in Mathematics Education, 10(1), 1–2. doi: 10.1080/14794800801915731
   Google Scholar
• Rowland, T., & Nardi, E. (2008b). Leone Burton: An appreciation. Research in Mathematics Education, 10(2), 117–118. doi: 10.1080/14794800802233621
   Google Scholar
• Ruthven, K. (2008). The Janet Duffin fund. Award and Lecture. Research in Mathematics Education, 10(1), 115. doi: 10.1080/14794800801936356
   Google Scholar
• Samkoff, A., Lai, Y., & Weber, K. (2012). On the different ways that mathematicians use diagrams in proof construction. Research in Mathematics Education, 14(1), 49–67. doi: 10.1080/14794802.2012.657438
   Google Scholar
• Sinclair, N., & Yurita, V. (2008). To be or to become: How dynamic geometry changes discourse. Research in Mathematics Education, 10(2), 135–150. doi: 10.1080/14794800802233670
   Google Scholar
• Smith, C. (2010). Choosing more mathematics: Happiness through work? Research in Mathematics Education, 12(2), 99–115. doi: 10.1080/14794802.2010.496972
   Google Scholar
• Staats, S. (2017). The poetics of argumentation: The relevance of conversational repetition for two theories of emergent mathematical reasoning. Research in Mathematics Education, 19(3), 276–292. doi: 10.1080/14794802.2017.1375969
   Web of Science ®Google Scholar
• Torgerson, C., Wiggins, A., Torgerson, D., Ainsworth, H., & Hewitt, C. (2013). Every child counts: Testing policy effectiveness using a randomised controlled trial, designed, conducted and reported to CONSORT standards. Research in Mathematics Education, 15(2), 141–153. doi: 10.1080/14794802.2013.797746
   Google Scholar
• Wake, G. (2011). Introduction to the Special Issue: Deepening engagement in mathematics in pre-university education. Research in Mathematics Education, 13(2), 109–118. doi: 10.1080/14794802.2011.585822
   Google Scholar
• Williams, J., & Choudry, S. (2016). Mathematics capital in the educational field: Bourdieu and beyond. Research in Mathematics Education, 18(1), 3–21. doi: 10.1080/14794802.2016.1141113
   Web of Science ®Google Scholar
• Zakaryan, D., & Ribeiro, M. (2018). Mathematics teachers’ specialized knowledge: A secondary teacher’s knowledge of rational numbers. Research in Mathematics Education, 21(1). doi: 10.1080/14794802.2018.1525422
   Web of Science ®Google Scholar