Large-Scale Studies in Mathematics Education
In recent years, funding agencies like the Institute of Educational Sciences and the National Science Foundation have increasingly emphasized large-scale studies with experimental and quasi-experimental designs looking for 'objective truths'. Educational
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James A. Middleton Jinfa Cai Stephen Hwang Editors
Large-Scale Studies in Mathematics Education
Research in Mathematics Education
Series editors Jinfa Cai James Middleton
More information about this series at http://www.springer.com/series/13030
James A. Middleton • Jinfa Cai • Stephen Hwang Editors
Large-Scale Studies in Mathematics Education
Editors James A. Middleton Arizona State University Tempe, AZ, USA
Jinfa Cai Department of Mathematical Sciences University of Delaware Newark, DE, USA
Stephen Hwang Department of Mathematical Sciences University of Delaware Newark, DE, USA
Research in Mathematics Education ISBN 978-3-319-07715-4 ISBN 978-3-319-07716-1 DOI 10.1007/978-3-319-07716-1
(eBook)
Library of Congress Control Number: 2015932484 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www.springer.com)
Foreword
Although this is the third book in the Research in Mathematics Education series, this is the volume, as series editors, we first thought about editing ourselves. There are three reasons why we chose this topic for our first coedited volume. First, we both have experience conducting large-scale studies. While Cai has used mixed methods in all of his three related lines of research (cross-national comparative studies, mathematical problem solving and posing, and curriculum studies), his recent funded research has been longitudinally investigating the effect of curriculum on algebra learning (LieCal). Middleton began his career studying teacher collaboration in systemic initiatives and has continued to utilize large-scale methods as both the backdrop and focus of inquiry. Second, we both see the need for the field of mathematics education to encourage more large-scale studies. Third, while in recent years a significantly greater n
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