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A steward of the discipline was originally defined as an individual to whom "we can entrust the vigor, quality, and integrity of the field", and more specifically, as "someone who will creatively generate new knowledge, critically conserve valuable and useful ideas, and responsibly transform those understandings through writing, teaching, and application" [8]. Originally articulated for doctoral education, in 2019 the construct of stewardship was expanded so that it can also be applied to non-academic practitioners in any field, and can be initiated earlier than doctoral education [18]. In this paper we apply this construct to the context of mathematics and argue that even for those early in their training in mathematics, stewardly practice of mathematics can be introduced and practiced. Postsecondary and tertiary education in mathematics -- for future mathematicians as well as those who will use math at work -- can include curriculum-spanning training, and documented achievement in stewardship. Even before a formal ethical practice standard for mathematics is developed and deployed to help inculcate math students with a "tacit responsibility for the quality and integrity of their own work", higher education can begin to shape student attitudes towards stewardly professional identities. Learning objectives to accomplish this are described, to assist math instructors in facilitating the recognition and acceptance of responsibility for the quality and integrity of their own work and that of colleagues in the practice of mathematics. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to examine current mathematics interventions designed for students in kindergarten through eighth grade to determine how often they incorporated the five strands of mathematical proficiency identified by the National Research Council (2001). The five strands are conceptual understanding, procedural knowledge, strategic competence, adaptive reasoning, and productive disposition. A systematic review of the literature resulted in 13 meta‐analyses of that studied a total of 19 unique interventions. The five strands of mathematical proficiency were then compared to each intervention to determine with which strand(s) the intervention aligned. None of the 19 interventions contained all five strands, but interventions could be combined to enhance math proficiency. The strands of mathematics proficiency could provide a framework with which to meaningfully combine intervention components. HIGHLIGHTS: A review of 19 math interventions found that none of them addressed all five strands of proficiency, and it would require combinations of them to do so. The strands of math proficiency could provide a framework for intervention decisions in math. [ABSTRACT FROM AUTHOR]

This paper reports changes of the quality of instruction and students' attitudes towards mathematics at one high school during 3 years while teachers participated in a teacher community. The setting for this research was a small-sized high school in South Korea with 154 students and three mathematics teachers. I analyzed the teachers' mathematics classes based on types of interaction, types of questions, and mathematical quality in instruction. Their students' responses for the National Assessment of Educational Achievement study about attitudes towards mathematics were also analyzed. The findings show that this school, over all, improved the mathematical quality and changed the types of questions and the types of interactions towards students' participation in discussing, exploring, and probing mathematical meanings. The students' attitudes towards mathematics became more positive throughout the 3-year period. However, the changes in each teacher's mathematics instruction were different. This study discusses the challenges of having an effective teacher community and researching teachers as learners. [ABSTRACT FROM AUTHOR]

In this paper we present some operational indicators to assess the theses presented by graduates of the MA in Mathematics Education. The paper presents data from the theses by orientation, by thematic field, and by theoretical framework and methodological tools; and lists the authors most often cited. Using this information, we infer graduates? vision concerning mathematics education; their role as teachers; and the knowledge that various courses have left with them for their professional development. The question this research seeks to answer is: what theoretical framework and methodological tools did students working on their Masters Degree in Mathematics Education use to carry out their proposals for pedagogical intervention in their theses? [ABSTRACT FROM AUTHOR]