Journal of Urban Mathematics Education

Integration of ethnomathematics in teaching geometry: a systematic review and bibliometric report

2024-01-01T18:41:43+00:00

Due to the growing interest in the integration of ethnomathematics in mathematics education, we undertook a systematic literature review and bibliometric analysis of research on incorporation of ethnomathematics in geometry teaching from 2011 to 2021. Specifically, we addressed the trends on the study topic, such as the distribution of the publication over the past 10 years, journals, countries, and the main topics/themes receiving the most attention as well as its main findings. The search for 37 relevant research articles were done on Google Scholar, Scopus and also, by handsearch of some key journals. Data retrieved were analysed descriptively by using Excel and NVivo. The findings show that literature on the use of ethnomathematics in teaching geometry is mostly produced and consumed in Indonesia, Zimbabwe, Nigeria, and Israel. Also, the findings showed that the research topics/themes addressed by literature on ethnomathematics integration in teaching geometry can be grouped into 5 themes: views, practices, effects, challenges, and development of competence. Most of the studies conducted in this area employed ethnography. From the study, it was observed that the number of research article publications relevant to the study has increased exponentially especially from 2018 to 2021. Therefore, it is our believe that this review will aid in the creation of systematic review procedures and reviews that are specifically concerned with the incorporation of ethnomathematics into geometry instruction.

Educational Aspirations of Diverse Groups among Undergraduate Statistics Majors

2024-01-01T18:41:22+00:00

Understanding the educational aspirations of diverse groups among statistics majors provides insight into the discipline of statistics. This study utilizes multi-institution data from the 2019 and 2020 administrations of the National Survey of Student Engagement (NSSE) to explore educational aspirations for statistics majors through comparisons to other major types as well as among gender identity and race/ethnicity in a sample of 225,892 seniors, including 521 majoring in statistics. Preliminary results from a series of chi-squared analyses suggest that while other STEM majors are more likely to aspire for doctoral or professional degrees, statistics majors are more likely to aspire for a master’s degree. However, among the statistics majors there were no significant differences in educational aspiration by gender identity and race/ethnicity.

Design Considerations for Facilitating Equitable Participation in an Ethical Data Science Course for High School Students

2024-01-01T18:41:33+00:00

The emergence of data science, Big Data Analytics, and other related methodologies have resulted in differential outcomes for people situated differently in society. Exacerbating these effects is the privilege hazard (D’Ignazio & Klein, 2020) that occurs when teams of data scientists are composed primarily of individuals from privileged backgrounds. Therefore, the purpose of this article is to understand how educators may support students from different backgrounds (both relatively privileged and marginalized) to participate equitably and meaningfully in ethical data science discussions in order to safeguard against the privilege hazard. To do this, we draw on the literature regarding STEM identity formation, use Cobb and Yackel’s (1996) framework for analyzing social norms for discourse in inquiry-based classrooms, and draw on Hodge and Cobb’s Cultural Participation Orientation towards developing an inclusive classroom environment. Finally, we describe the course design elements (task structures, participation structures, and discursive moves) that supported students’ equitable participation in ethical data science discussions (Sandoval, 2004).

A Trip to Guatemala

2024-01-22T18:57:07+00:00

Our research institutions in the US do an excellent job of both protecting participants and allowing researchers to ask and answer new questions. When a researcher embarks on a journey to examine educational spaces in another country, how does and IRB protect or hinder research attempts? This paper documents the journey of one researcher examining the line between researcher and friend. Questions are posed about protection of participants, power of the IRB, and how data might be collected or shared.

The Role of Technology in Enhancing Urban Mathematics Education

2024-01-01T18:41:09+00:00

The integration of technology in urban mathematics education has emerged as a promising approach to address educational disparities and foster engaging learning environments. With the widespread availability of technology infrastructure in urban schools, there is a growing focus on leveraging digital tools and resources to enhance mathematics learning outcomes. This editorial examines the impact of technology on urban mathematics education, exploring its potential to bridge opportunity gaps and promote inclusivity. Drawing on current research and best practices, we highlight the benefits and challenges of technology integration, emphasizing the importance of equitable access, teacher professional development, and tailored instructional approaches. The editorial underscores the need for collaborative efforts among stakeholders to advocate for increased funding and support for technology initiatives in urban schools. By embracing innovative practices such as educational apps, virtual reality, and online collaborative projects, educators can create dynamic learning environments that empower students to excel in mathematics. The ongoing dialogue and efforts surrounding the role of technology in urban mathematics education are critical for achieving educational equity and excellence for all students. As technology continues to evolve, it remains imperative for educators and policymakers to prioritize effective technology integration strategies that cater to the diverse needs of urban learners.