Carolyn Maher

• Managing Director at Rutgers, The State University of New Jersey

This research synthesizes studies that used a Digitalized Interactive Component (DIC) to assess K-12 student performance during Computer-based-Assessments (CBAs) in mathematics. A systematic search identified ten studies, including four that provided language assistance and six that provided response-construction support. We reported on the one stu...

This chapter presents the results of collaboration among special education, mathematics education, and psycholinguistic researchers, with a focus on meaningful assessments for students who have difficulties with learning mathematics. Evaluating the mathematics competency of students who struggle or who have particular learning disabilities is often...

This chapter addresses a significant issue that novice mathematics education researchers confront: how to conceptualize, design, and conduct a quality, comprehensive, research program. Developing, executing, and sharing the results and the process of one’s research program is a primary professional commitment for all researchers. For novice mathema...

The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics, from young children to adults, with a focus on how mathematical ideas are developed in learners under certain conditions that support learning. We are interested especially in basic research that aims to clarify, in detail and depth, how mat...

Purpose Learning mathematics is a complex process, requiring many conceptual lenses and rich data sources to document and understand students’ construction of knowledge. The purpose of this article is both to introduce a unique database on students’ mathematical learning and to describe analytical techniques used to study students’ growth of the kn...

This article provides an overview of the Special Issue of the Journal of Mathematical Behavior: An international perspective on the knowledge in teaching mathematics, with a focus on the primary and elementary levels. The work originated with presentations given at the International Congress on Mathematics Education (ICME) 13 in Hamburg, Germany, i...

In this paper we analyze the argumentation of nine-year-olds as they justify their reasoning for a fraction comparison problem. We illustrate how their proof-like arguments evolve in a class discussion and are backed by the rod models they produce, showing both valid and invalid arguments.

In the current chapter, we seek to document how differences in practice across different occasions can in some cases evidence change in the underlying “machinery” of sense production and, in this way, demonstrate a change in member competence. We track two students, Dana and Stephanie, as they work through a mathematical story problem, first in the...

This book describes episodes that are based on video data from an NSF funded classroom study of nine-year old children investigating fraction ideas under conditions that supported investigation, collaboration and argumentation. All of the sessions during the study were videotaped with two or three cameras and the video data, transcripts, and studen...

This book may be used for research, graduate and undergraduate teacher education, and teacher development. It presents an integrated set of studies of a heterogeneously grouped class of twenty-one nine-year olds, engaged in exploring fraction ideas prior to classroom instruction under conditions that supported investigation, collaboration and argum...

In this article, we present episodes from two qualitative research studies. The studies focus on students of different ages and populations and their work on different mathematical tasks. We examine the commonalities in environment, tools, and teacher-student interactions that are key influences on the positive dispositions engendered in the studen...

Multimedia artifacts, capable of simultaneously showing and telling a story, provide a unique opportunity to make thinking and reasoning visible. As students, educators, and researchers engage with these rich artifacts, they navigate multiple technologies. Our studies explored pre-service and in-service teachers' use of a large video repository to...

Engaging learners in constructing multimedia artifacts provides rich opportunities for them to make their thinking visible. In this research, we demonstrate the use of the VMCAnalytic, a multimedia artifact that builds on an extensive video collection of children's mathematical reasoning. Using reliable rubrics, we coded all VMCAnalytics created in...

Based on findings from long-term and cross-sectional studies in a variety of contexts and across a variety of ages, we have found that in the activity of problem solving on strands of counting and probability tasks, students exhibit unique and rich representations of counting heuristics as they work to make sense of the requirements of the tasks. T...

We report the results from a case study of Ariel, a middle-school participant in a 3-yr longitudinal study of the development of understanding of mathematical ideas. We focus on Ariel's use of arithmetic knowledge in finding a rule for his solution to a problem task that takes the form of a composite function. Over a year later, after being introdu...

Video is an important resource for understanding how people learn, but it can also have a life beyond its initial use. In the Video Mosaic Collaborative (VMC), we provide networked opportunities for teaching and learning through the use of a cyber-enabled video repository that provides resources for the creation of networked multimedia artifacts, t...

This research investigates the question of what growth, if any, is shown by teachers in identifying the components of children's reasoning using an upper and lower bounds argument for a fraction task. Specifically, it reports on assessment outcomes from design-based research in teacher education that measures teachers' identification of children's...