Trends in mathematics specialist literature: Analyzing research spanning four decades
Trends in mathematics specialist literature: Analyzing research spanning four decades
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DOI：
10.1111/ssm.12507
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发表时间：
2021-12-16
影响因子：
1.1
通讯作者：
Edwards, Katherine Comey
中科院分区：
文献类型：
--
作者：
Baker, Courtney K.;Saclarides, Evthokia Stephanie;Edwards, Katherine Comey
在过去的40年里，美国学区越来越多地聘请数学专家来支持数学的教学和学习。尽管这种专业发展结构的流行，这是一个相对较新的研究课题的数学教育领域。在本文中，我们报告了1981年至2018年期间文献探索的结果，以研究数学专家（MS）的作用。特别是，我们研究：（a）硕士研究生在不同研究范畴的定位;（B）校本硕士研究的历史趋势;及（c）校本硕士研究生在研究范畴内的取向。使用McGatha和Rigelman框架作为分析透镜，我们发现，除了在他们的框架中确定的职位（教练，干预专家，教师），在研究中还有四个额外的MS职位（学习者，其他p-12利益相关者，大学利益相关者，未知）。最后，我们提出了一个扩展的McGatha和Rigelman框架，包括这些新的类别，以及上下文描述和工作定义，以支持未来的研究，更准确和更强大的捕获MS的方式进行调查和报告的研究。
For the past forty years, United States school districts have increasingly hired mathematics specialists to support the teaching and learning of mathematics. Despite the prevalence of this professional development structure, this is a relatively new research topic for the mathematics education field. In this paper, we report findings from an exploration of literature between 1981 and 2018 to examine the role of mathematics specialists (MSs). In particular, we examine: (a) MS positioning across research; (b) historical trends of school-based MS research; and (c) orientations of school-based MSs within research. Using the McGatha and Rigelman framework as an analytic lens, we found that beyond the positions identified in their framework (coach, intervention specialist, teacher), there were four additional MS positionings within the research (learner, other p-12 stakeholder, university stakeholder, unknown). Ultimately, we forward an expansion to the McGatha and Rigelman framework to include these new categories, as well as contextual descriptions and working definitions to support future research in more accurately and robustly capturing the ways in which MSs are investigated and reported on in research.