Morris’s research while affiliated with University of Delaware and other places

... 13 How do we, as mathematics teacher educators, identify useful and research-based practices for meeting this goal? In a series of recent editorials, Cai and colleagues discussed several overarching goals for the field of mathematics education that included calls for (a) implementing research pathways that connect theory and practice (Cai et al., 2019) and (b) identifying, valuing, and sharing professional knowledge for teaching (Cai et al., 2020a). In our study, we aimed to translate FA research findings into actionable recommendations for mathematics teacher educators to support secondary mathematics teachers' FA practices. ...

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The Power of an Opening Problem: A Pathway for Mathematics Teachers to Explore Formative Assessment

... Previous studies also highlight the nuanced relation between technology integration and learning outcomes, especially on how digital tools like GeoGebra, interactive whiteboards and tablets may enhance conventional teaching methods (De Vita et al., 2018;Duijzer et al., 2019;Günster & Weigand, 2020). The transition from laboratory settings to classroom environments amplifies these complexities, revealing variations in implementation effectiveness due to factors such as scaling for larger groups, accommodating diverse student abilities, and local contextual dynamics (Alberto et al., 2022;Cai et al., 2020;Kosmas & Zaphiris, 2023). Empirical evidence suggests that the success of technology-enhanced learning environments depends on how well these variables are managed. ...

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A digital-embodied design for functional thinking in the classroom

... Teachers are the key to the success of any educational system (Lee, 2014). Alongside their busy day-to-day work, they are also required to remain updated in the mathematical content presented in often vague and overloaded curriculum schedules (Cai et al., 2020); consistently upgrade their mathematical knowledge, teaching approach and practices; and create and implement lesson plans (LPs) and teaching resources to improve their students' learning opportunities (Treacy et al., 2020). To accomplish this, teachers must be given appropriate autonomy and, more specifically, opportunities to collaborate with their colleagues (Lindqvist et al., 2020;OECD, 2011;Vangrieken & Kyndt, 2020), especially by sharing knowledge through joint lesson planning (Cai et al., 2020;Owen, 2015) or by participating in communities where experienced and novice teachers collaborate to promote professional capital (Cai et al., 2020;Li & Lu, 2024). ...

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Mentoring and online lesson plan sharing platform contribute to mathematics teachers' growth: Teachers' perspective

... Researchers argued that, for educational research significantly to impact classroom teaching and drive systemic improvement, teachers must develop a robust professional knowledge base (Cai et al., 2018, Cai et al., 2020Hiebert & Morris, 2012;Morris & Hiebert, 2009). This knowledge base is often embedded within artifacts such as sharable and revisable teaching cases (Cai et al., 2023) or instructional products (Morris & Hiebert, 2011). ...

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Exploring the Impact of Instructors’ Technology Integration on Student Learning Opportunities through the Lens of Instructional Product

... After assessing high stakes grant applications, research proposals for higher degree research students, and reviewing and writing manuscripts for publication over many years, I often find myself asking "So what?" and wondered why it challenges so many of us to clearly articulate the significance of our research. According to Cai et al. (2019b) about one-third of manuscripts rejected for publication in the Journal of Research in Mathematics Education (JRME) received feedback from reviewers that "So what?" had not been adequately addressed despite being a fundamental aspect of doing and reporting research. In keeping with the conference theme, Surfing the waves of mathematics education, I decided to take a 'deep dive' into the significance of mathematics education research. ...

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A Deep Dive Into Mathematics Education Research in Search of Significance:

... yo misma tomé sus referencias para documentar la redacción de esta editorial y también las utilicé como guía para buscar en nuestra disciplina discusiones cercanas. Encontré un capítulo interesante de Sandra Crespo y Jinfa Cai (2019) donde proponen la escritura como una comunicación con los revisores, poniendo atención en los criterios de coherencia, fundamentación de las afirmaciones y la contribución de la investigación, siendo estos los que más resaltan en las evaluaciones de los revisores; también de Sandra Crespo (2016), como editora de la Mathematics Teacher Educator, encontré una interesante editorial donde habla de la retroalimentación de la revisión como proceso formativo, para repensar la forma en que leemos y damos retroalimentación a los manuscritos de nuestros pares; y, finalmente, la serie de editoriales del Journal for Research in Mathematics Education en 2019, sobre la escritura científica tomando en cuenta los procesos de revisión por pares que se han vivido en la revista en un lapso considerable (Cai et al, 2019a(Cai et al, , 2019b(Cai et al, , 2019c(Cai et al, , 2019d. En ninguno encontré un debate en torno a la revisión por pares en sí misma y sobre las dinámicas de sus modelos, así como del impacto de estos en la investigación y sus procesos de comunicación; pero claramente resultan importantes como punto de partida para caminar hacia la revisión por pares como un diálogo para aprender y crecer en colectivo. ...

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LA REVISIÓN COMO DIÁLOGO. UNA PIEZA CLAVE PARA EL CRECIMIENTO COLECTIVO EN LA COMUNICACIÓN CIENTÍFICAREVIEW AS DIALOGUE. A KEY TO COLLECTIVE GROWTH IN SCIENTIFIC COMMUNICATION

... (e.g., Cai et al., 2019Cai et al., , 2019Cobb, 2007;Mason, 2011) (Mason, 2011;Mason & Waywood, 1996) (Lampert, 1990Schoenfeld, 2008) 5.2 (Su & Bellmann, 2018) Brandom (1994 1 5.3 (Radford, 2021) (e.g., Abtahi, 2022;Chen, 2023;Ernest, 2018Ernest, , 2020 6. ...

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The Potential of Inferentialism as a Foundation for Mathematics Education Research:Aiming for Improved Transdisciplinary Research数学教育研究基礎論としての推論主義の可能性: —よりよいtransdisciplinary研究を目指して—

... A partir de recomendaciones de revisores/editores para la estructura y escritura científica (v. g. Cai et al., 2019;Mesa y Wagner, 2019;Recio y González, 2007), en las que se citan ejemplos concretos de buenas prácticas y errores comunes en dichos procesos, colaboramos como grupo para construir rúbricas sistemáticas útiles para evaluar nuestros manuscritos antes de ser enviados a las revistas especializadas. Asimismo estudiamos fuentes que proveían visiones éticas para la evaluación por pares (Editorial, 2019;López-López et. ...

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Experiencias de formación en un posgrado de matemática educativa