What’s Missing in Longitudinal Studies? A Methodological Review of Mathematics Cognition and Education Research

• In Event: Poster Session 13
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

Recent legislation demands longitudinal data sets and rigorous scientific research methods to study how students develop math proficiency and what works in mathematics education. Critics claim such studies result in distorted and incomplete understandings. We present the results of a critical review of recent studies of developmental math cognition as a means to answer these questions: Is longitudinal data being used to investigate important questions? Are justifiable measures and methods being used for analysis? Do the results inform our understanding of mathematical development and have implications for mathematics education? This review reveals topical and methodological trends and exposes questions left unanswered by longitudinal studies. We discuss implications for policy and practice among researchers and practitioners.

Authors

• Marcia Gail Headley, University of Cincinnati

• Christopher M. Swoboda, University of Cincinnati