Bharath Sriraman Research Articles

Humanizing Mathematics and Its Philosophy: Essays Celebrating the 90th Birthday of Reuben HershEdited by Bharath Sriraman

Humanizing Mathematics and Its Philosophy: Essays Celebrating the 90th Birthday of Reuben HershEdited by Bharath Sriraman

Critical Mathematics Education: Theory, praxis, and reality, edited by Paul Ernest, Bharath Sriraman and Nuala Ernest

Critical Mathematics Education: Theory, praxis, and reality, edited by Paul Ernest, Bharath Sriraman and Nuala Ernest

Book Review: The limits of pluralism. Bharath Sriraman (Ed.) (2017) Humanizing mathematics and its philosophy: Essays celebrating the 90th birthday of Reuben Hersh

Book Review: The limits of pluralism. Bharath Sriraman (Ed.) (2017) Humanizing mathematics and its philosophy: Essays celebrating the 90th birthday of Reuben Hersh

Immigrant and "Alien" Reactions to Obama 's Educational Policy:Disposition of Authenticity or the Politics of The Emperor's New Clothes

The article by Stella Batagiannis brings into sharp relief issues confronting education in general in the United States through the narrative of an immigrant inside the system. In particular. Ms. Batagiannis addresses current policy level rhetoric and subsequent decision making that has led to increased polarization of views about the nature and purpose of public schools, the role of teachers, and measured accountability through high stakes testing as the shibboleth for society. This reaction, in the form of voices is composed by another immigrant to the United States (Bharath Sriraman), and two Norwegian aliens1 to the system (Haavold Per 0ystein and Gunnar Kristiansen) .

Books of Essays: Bharath Sriraman, ed. Humanizing Mathematics and its Philosophy: Essays Celebrating the 90th Birthday of Reuben Hersh.

Books of Essays: Bharath Sriraman, ed. Humanizing Mathematics and its Philosophy: Essays Celebrating the 90th Birthday of Reuben Hersh.

Prolific Interdisciplinary Investigator: An Interview With Bharath Sriraman

Prolific Interdisciplinary Investigator: An Interview With Bharath Sriraman

Developing Effective Mathematics Teachers through National Science Foundation Funded Math and Science Partnership Grants

Every year the National Science Foundation (NSF] gathers together leadership teams of funded Math and Science Partnership programs (MSP) at a Learning Network Conference in Washington, D.C. The purpose of the annual conference is to bring together teams of MSP leaders who represent institution higher education (IHE] faculty from STEM disciplines, IHE education faculty, school partners, and project evaluators, to give them an opportunity to learn across projects, and provide opportunities for individual projects to reflect on their progress. For the last two years, 2011 and 2012, we were part of the conference's organizing committee. During the two-day conference, project teams were invited to articulate their theories of action for preparing teachers to be effective STEM teachers and to describe in broad strokes or in fine grain detail what was happening within their projects' professional development opportunities. Projects also had the opportunity to share within a public forum the preliminary, incomplete, or final results emerging from projects' evaluations or research efforts aiming to determine whether the MSP projects were deepening teachers' content and pedagogical knowledge, changing teachers' practices, and, ultimately, positively impacting students' success.While the Learning Network Conferences are intended to be for leaders within the MSP community, what MSPs are learning about STEM teaching and learning and professional development are worth sharing to a wider community.. Thus, as follow up to 2012 Learning Network Conference, we proposed to help MSP teams publish articles focused on mathematics teaching and learning accessible to a community broader than other MSP projects. Dr. Bharath Sriraman, editor of The Mathematics Enthusiast, generously offered us the opportunity to publish this special issue.We approach the task of guest editors as empathetic solicitors and reviewers of scholarship associated with MSP projects. We are leaders, ourselves, for multiple MSP projects, and have been since 2004, first for a middle school mathematics project (Math in the Middle Institute Partnership, http://scimath.unl.edu/MIM/) and now for a K-12 mathematics project [NebraskaMATH, http://scimath.unl.edu/nebraskamath/index.php): Smith is also a leader on a Research, Evaluation, and Technical Assistance (RETA) project [Data Connections, http://scimath.unl.edu/dataconnections/index.php). We understand the time-consuming nature and inherent challenges of trying to create meaningful professional development with teams of interdisciplinary IHE faculty, and partner with school districts, to offer professional development and study its impact on teachers and their students in the dynamic life of real districts, schools, and classrooms. We have experienced the learning of teachers and their students to be neither linear nor quick, therefore, we understand that studying STEM teaching and learning is messy, long term, and anything but straightforward. We understand that, for the most part, it is the same MSP leaders who are offering professional development as who are trying to study its effectiveness and that frequently the days are not long enough to do both simultaneously. Thus, we find MSP projects with their own rhythm and life, waxing and waning their research efforts in concert with their professional development offerings, with one or the other receiving more attention at any given point in time. All MSP project leaders must balance a set of teaching and research priorities in ways that never quite feel satisfactory. These are priorities and tensions that we, indeed, understand from the inside.We sent out a call for articles to the 2012 Learning Network Conference participants following the conference, and a motivated, hard working group of authors, who double as leaders for mathematics focused MSP projects, responded, some of whom are publishing their scholarship for the first time in this special issue. They have taken their 2012 conference presentation proposals and presentations focused on the theme of effective STEM teaching and created manuscripts. …

Introduction to International Perspectives on Problem Solving Research in Mathematics Education

Any field of research and innovation must be exposed to revisions, criticisms and to an intense scrutiny not only to discuss the state of the art but, hopefully, to identify prospective changes and new areas of study and exploration as well.Problem Solving has been such an area, with a prominent place in mathematics education and whose contributions continuously appear in conference proceedings, handbooks, journals, books and, more recently, in digital endeavors. Problem Solving involves an approach that fosters reflection and delving into mathematical ideas to explain individuals' cognitive behaviors within social media. Here, we argue that ideas do not live by themselves isolated from the semantic networks that sustain the life of cognition: meaning. These networks constitute a key ingredient for developing understanding and structural perspective of concepts through problems. In the long term, (and maybe not that long) networks provide integration of knowledge that learners need to construct and integrate in order to gain a wide perspective.Problem Solving drives developments through research programs, curriculum design, teachers' mathematical education, and mathematical instruction at the level of the classroom. Taking this and more into due account, and in order to identify current trends in mathematical problem solving and to foster a further exchange of ideas within our community, we discussed the present project with Bharath Sriraman, the editor of The Mathematics Enthusiast, who generously accepted to devote a special issue of the Journal to Mathematical Problem Solving. We invited colleagues, who have made significant contributions to this field, to contribute to the special issue. Previously, we had identified some lines of development to eventually frame their contributions. Of course this was not meant as a restriction to their freedom; rather to orient their possible directions. Some questions were posed and discussed to help us identify possible themes to consider in the volume. Thus, we tried to answer: What are the current trends in problem solving research and what are the main results that influence teachers ' practices and curricula design? In addition, with the significant development of digital tools and environments, we are in need to understand to what extent the present research agenda is being or need to be transformed by their influence. This touches, for instance, deep epistemic issues concerning the nature of valid mathematical reasoning and results in mathematics in the classroom. We have to take into account that mediation tools are not neutral, neither from the cognitive nor from the epistemic viewpoint. That the knowledge students generate and/or appropriate, is intertwined with tools. However, we cannot forget that a school culture always leaves significant marks on students' and teachers' values. Artigue (2005, p. 246) states that these [previous] values were established, through history, in environments poor in technology, and they have only slowly come to terms with the evolution of mathematical practice linked to techno- logical evolution. Thus, the school culture requires the gradual re-orientation of its practices to gain access to new habits of mind and to the new environments resulting from a serious presence of digital technologies.We consider that how we understand the learning of mathematics through a problemsolving approach is deeply related, today, with the presence of the mediation tools that students will find and use in and outside the classroom.We have shared with the invited authors a list of themes; we would like to mention some of them we consider particularly relevant.Mathematical Problem Solving Foundations. Any domain of study needs to make explicit tenets and principles that support and justify its academic agenda. As we mentioned before, we are interested in documenting the extent to which theoretical and pragmatic frameworks are helpful to explain the problem solvers' development of new mathematical knowledge. …

On the Connections Between General Education Theories and Theories in Mathematics Education

This book review explores Theories of Mathematics Education: Seeking New Frontiers, edited by Bharath Sriraman and Lyn English.

BHARATH SRIRAMAN and SIMON GOODCHILD, eds. Relatively and Philosophically Earnest: Festschrift in Honor of Paul Ernest's 65th Birthday

Bharath Sriraman and Simon Goodchild, eds. Relatively and Philosophically Earnest: Festschrift in Honor of Paul Ernest's 65th Birthday Get access Bharath Sriraman and Simon Goodchild, eds. Relatively and Philosophically Earnest: Festschrift in Honor of Paul Ernest's 65th Birthday. Charlotte, N.C.: Information Age Publishing, 2009. ISBN 978-1-60752-241-6 (hbk); 978-1-60752-240-9 (pbk). Pp. viii + 249. Philosophia Mathematica, Volume 20, Issue 1, February 2012, Pages 128–129, https://doi.org/10.1093/philmat/nkr029 Published: 03 November 2011

BHARATH SRIRAMAN and SIMON GOODCHILD, eds. Relatively and Philosophically Earnest: Festschrift in Honor of Paul Ernest's 65th Birthday

BHARATH SRIRAMAN and SIMON GOODCHILD, eds. Relatively and Philosophically Earnest: Festschrift in Honor of Paul Ernest's 65th Birthday

Theories of Mathematics Education: Seeking New Frontiers by Bharath Sriraman and Lyn English

Theories of Mathematics Education: Seeking New Frontiers by Bharath Sriraman and Lyn English

Bharath Sriraman and Simon Goodchild (eds): Relatively and Philosophically Earnest: Festschrift in Honor of Paul Ernest’s 65th Birthday, A volume in The Montana Mathematics Enthusiast

Bharath Sriraman and Simon Goodchild (eds): Relatively and Philosophically Earnest: Festschrift in Honor of Paul Ernest’s 65th Birthday, A volume in The Montana Mathematics Enthusiast

Guest Editorial: A Starting Point

As a new faculty member in the Department of Mathematical Sciences at the University since Fall 2008, I was eager to find possible research partners with whom to build a research network for long term collaboration and support. I wondered “Where shall I start?” and “Whom shall I invite?” After several conversations with my colleague, Dr. Bharath Sriraman, and many phone calls to my good friend, Dr. Anne Kern, a new faculty at the University of Idaho, we came up with the idea of forming a support group of female faculty in the fields of mathematics and science education in the northwestern region of the United States, including Montana, Idaho, Oregon, and Washington. These four states face similar challenges in education such as a large number of K-12 public schools with small enrollments located in rural areas.

Bharath Sriraman and Lyn English: Theories of mathematics education: seeking new frontiers. (Springer series: advances in mathematics education)

Many years ago, I had the good fortune to board an air-plane flight across the USA and find both Jim Greeno andDavid Clarke on the plane. The three of us quickly retiredto the back of the airplane, where we had a wide-rangingconversation for more than 5 h. We talked about our dif-ferent theoretical orientations to looking at classrooms.Clarke was involved in the study of student understanding;I was trying to model teaching; Greeno was focusing on theclassroom community. As we discussed each other’s work,we pursued points of commonality and difference, and thestrengths and limitations of the approaches we had taken.(None was adequate to explain everything; each explainedsomething that the others did not.) As always, a few peoplestood around the back of the plane, some stretching orotherwise occupied.At the end of the flight, the seat belt sign came on, andthe three of us shook hands and prepared to go on our way.At that point, one of the bystanders came up to us and said,‘‘Thank you so much. That was an absolutely wonderfulseminar. I learned a great deal from your exchanges.’’I had precisely that kind of feeling when I finishedreading Theories of Mathematics Education: Seeking NewFrontiers. This rather substantial volume is organized into19 parts, each of which, after the initial overview (‘‘Sur-veying theories and philosophies of mathematics educa-tion,’’ by the editors), typically contains a brief preface, asubstantial essay, and from one to three commentaries onthe essay. Thus, the book can be seen as a series of dialogsamong some of the top professionals in the field, to whichreaders have the privilege of ‘‘listening in.’’ This is anexcellent format, one that is extremely well suited fordiscussions of theory. When issues are ‘‘settled,’’ a set ofdefinitive, handbook-like chapters may be appropriate. Butwhen ideas are being sorted out, a set of dialogs helps toreveal more of the unsettled (as well as the settled) terrain.That is a good thing.To begin at the beginning, Jeremy Kilpatrick notes in hispreface to Part I (the survey by the editors mentionedabove) that Europeans have, in general, been more explicitand reflective about issues of theory than have those in theUSA. Thus, the international authorship of the book bringsvalue added to the American context. Kilpatrick mentions,among other things, the need for greater clarity about therelationship between theories and models, a point to whichI shall return: as a reviewer I cannot resist the temptation toenter into the dialogs begun by the authors.The volume itself offers a tapestry of theory-relatedissues in mathematics education: some closely related,some parallel, and some orthogonal. Although there are noformal section breaks in the book, there is a tacit organi-zation in the order of the chapters, with the more broadlytheoretical and metatheoretical chapters coming in Parts Ithrough V, and a broad range of issues-oriented theoreticalchapters in the sequel.The volume begins with various perspectives on the‘‘big picture.’’ Sriraman and English, citing Lincoln andGuba (1994), reference some of the themes mathematicseducation should address:1. What is reality? Or what is the nature of the worldaround us?…2. How do we about knowing the world around us?…3. How can we be certain in the ‘‘truth’’ of what weknow? (p. 7)

Advances in mathematics education: new book series connected to ZDM—The International Journal on Mathematics Education

A new monograph series ‘‘Advances in Mathematics Education’’ has just been established which builds on the tradition and history of the international journal ‘‘ZDM— The International Journal on Mathematics Education’’. One characteristic of ZDM since its inception in 1969 has been the publication of themed issues that aim to bring the stateof-the-art on central sub-domains within mathematics education. The published issues include a rich variety of topics and contributions that continue to be of relevance today. The newly established monograph series edited by Gabriele Kaiser and Bharath Sriraman aims to integrate, synthesize and extend papers from previously published themed issues of importance today, by orienting these issues towards the future state-of-the-art. The main idea is to move the field forward with a book series that looks to the future by building on the past by carefully choosing viable ideas that can fruitfully mutate and inspire the next generations. So, it is our attempt to create something new for the field by making useful combinations of existing ideas with those that are considered to be at the frontiers of the field of mathematics education research today, to carefully select from the past and cross-fertilize ideas across generations with the hope of producing something relevant, forward oriented, synthetic and innovative. The series is supported by an editorial board of internationally distinguished scholars, who bring in their long experience in the field as well as their expertise to this series. The members of the editorial board are: Ubiratan D’Ambrosio (Brazil), Miriam Amit (Israel), Jinfa Cai (USA), Helen Forgasz (Australia), and Jeremy Kilpatrick (USA). The inaugural monograph has already been released in 2010 edited by Bharath Sriraman and Lyn English with the title ‘‘Theories of mathematics education: Seeking New Frontiers’’. The first book in this series on Theories of Mathematics Education provides a prototype of the book series. Theories of Mathematics Education carries forward and consolidates the work and voices of four generations of mathematics education researchers. The book’s inspiration lies in the work of Hans-Georg Steiner’s (1928–2004) international study group called Theory of Mathematics Education (TME) which had held five international conferences until 1992, and offered a regular topic study group at the quadrennial International Congress of Mathematics Education (ICME) until the turn of the last century at which point activity seemed to cease. The editors of the book (Sriraman and English) revived the activity of this group at the 2005 Annual meeting of the International Group for the Psychology of Mathematics Education (IGPME) in Melbourne, in a research forum focussed on theories. Five years later, substantial work on theories has been accomplished by numerous groups and researchers around the world, in unexpected, surprising and fruitful directions such as complexity theory and the neurosciences. This includes sustained collaborative work by participants from the 2005 PME forum that resulted in two ZDM issues on theories in 2005 and 2006, in addition to work on theories at subsequent Congresses of the European Society for G. Kaiser (&) Didactics of Mathematics, Faculty of Education, University of Hamburg, Von-Melle-Park 8, 20146 Hamburg, Germany e-mail: gabriele.kaiser@uni-hamburg.de

Problem solving around the world: summing up the state of the art

Mathematics is universal: theorems are theorems, wherever they are proven. Similarly, aspects of human cognition are almost universal: human brains, memory, and problem solving work in much the same way around the world. Mathematical knowledge has been accumulating for thousands of years, and our understanding of thinking and learning have grown exponentially in recent decades. In contrast, mathematics teaching and the conduct of research into mathematical thinking, teaching, and learning are very much cultural matters. The organization of schools, the sequencing of mathematics, and the determination of which mathematics goals are most important for students, all vary substantially from country to country. Similarly, the goals for research, and the major topics of interest, differ widely. (As evidence of this, one need only note that national rankings on TIMSS and PISA differ substantially.) The very term ‘‘problem solving’’ has very different meanings in different countries. Indeed, as the essays in this volume demonstrate, the meaning of the term has often changed dramatically in the same country. For some time, ‘‘problem solving’’ has been a major theme in research and in curricula around the world—sometimes labeled as such, sometimes with an emphasis on applications, sometimes through different pedagogies that emphasize making sense, individually or collectively, of mathematical situations. As a result, it has been difficult to develop a sense what problem solving means around the world—a sense of what is being studied and what is being implemented in classrooms. For these reasons, the Editors asked a collection of experts around the world to summarize the ‘‘state of the art’’ in their nations. What are the major ideas in research? What are the main themes in curricula? What are the relationships between research and curricula, as mediated by politics? As the chapters came in, we found the stories from each nation to be fascinating, and the comparisons even more so. The chapters were polished with the help of the following reviewers, to whom we are extremely grateful: Michele Artigue, Hugh Burkhardt, Norma M. Chang, Jinfa Cai, Michiel Doorman, Victoria Hand, Catherine Kessel, Mariana Levin, Luis Moreno Armella, Joao Pedro da Ponte, Bharath Sriraman, Julianna Szendrej, Stefan Ufer. There are many rewards to reading a collection like this. Seeing what other nations do can give one a fresh perspective on one’s own nation, and one’s own traditions of research and practice. Reading a collection like this can open up new ideas, and raise new questions. We, the editors, found this a fascinating and rewarding exercise. We hope that you, the readers, do as well. G. Torner (&) University of Duisburg-Essen, Lotharstrasse 65, 47057 Duisburg, Germany e-mail: guenter.toerner@uni-due.de

Bharath Sriraman (ed): International perspectives on social justice in mathematics education. The Montana Mathematics Enthusiast 2007 Monograph 1

Bharath Sriraman (ed): International perspectives on social justice in mathematics education. The Montana Mathematics Enthusiast 2007 Monograph 1

An Analysis of Meaning in Arithmetic. I

Previous articleNext article No AccessAn Analysis of Meaning in Arithmetic. IH. van EngenH. van Engen Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 49, Number 6Feb., 1949 Article DOIhttps://doi.org/10.1086/459053 Views: 3Total views on this site Citations: 8Citations are reported from Crossref Copyright 1949 The University of ChicagoPDF download Crossref reports the following articles citing this article:Pamela Moffett, Patricia Eaton The impact of the Promoting Early Number Talk project on the development of abstract representation in mathematics, European Early Childhood Education Research Journal 26, no.44 (Jun 2018): 547–561.https://doi.org/10.1080/1350293X.2018.1487166Lyn English, Bharath Sriraman Problem Solving for the 21st Century, (Oct 2009): 263–290.https://doi.org/10.1007/978-3-642-00742-2_27James Hiebert A theory of developing competence with written mathematical symbols, Educational Studies in Mathematics 19, no.33 (Aug 1988): 333–355.https://doi.org/10.1007/BF00312451H. Shaw THE DEVELOPMENT OF THE CHILD'S CONCEPTION OF NUMBER, Educational Review 13, no.33 (Jun 1961): 184–198.https://doi.org/10.1080/0013191610130303J. B. Biggs The Teaching of Mathematics‐‐I THE DEVELOPMENT OF NUMBER CONCEPTS IN YOUNG CHILDREN, Educational Research 1, no.22 (Feb 1959): 17–34.https://doi.org/10.1080/0013188590010202Esther J. Swenson, Daisy Parton Chapter VII: General Aspects of Instructional Method, Review of Educational Research 23, no.22 (Jun 2016): 162–170.https://doi.org/10.3102/00346543023002162Robert L. Burch, Harold E. Moser Chapter IV: The Teaching of Mathematics in Grades I thru VIII, Review of Educational Research 21, no.44 (Jun 2016): 290–304.https://doi.org/10.3102/00346543021004290William C. Trow Chapter II: Growth, Development, Learning, and Maturation as Factors in Curriculum and Teaching, Review of Educational Research 21, no.33 (Jun 2016): 186–195.https://doi.org/10.3102/00346543021003186