St

udiPendidi
kandalam Matemati
ka(
2021)107:
1–24
ht
tps:
//doi
.or
g/10.
1007/s10649-
021-
10049-
w

Temamasadepanpenel
iti
anpendidi
kan
matemat
ika:
sur
vei
int
ernasional
sebel
um dan
sel
amapandemi
1 2 1
Ar
thurBakker &Ji
nfaCai&Li
ndaZenger

Di
ter
ima:4Maret2021/Di
ter
bit
kanonl
i
ne:
6Apr
il2021
#Penul
is2021

Abst
rak
Sebel um pandemi( 2019),kamiber tanya:Padat emaapapenel iti
anpendi dikan
mat emat i
ka har us f okus dalam dekade mendat ang?229 t anggapan dar i44
negar amenghasi l
kandel apant emadi tambahper t
imbangant entangpenel iti
an
pendi di
kanmat emat ikai t
usendi r
i.Tema- t
emat ersebutdapatdi ringkassebagai
pendekat an pengaj ar an,tujuan,hubungan dengan pr akti
k dil uarpendi dikan
mat emat i
ka,pengembanganpr ofesionalgur u,teknologi,pengar uh,keset araan,
dan peni l
aian.Sel ama pandemi( Nov ember 2020) ,kamiber tanya kepada
responden:ApakahpandemimengubahpandanganAndat entangt emapenel iti
an
pendi di
kanmat emat i
kaunt ukdekademendat ang?Ji kay a,bagai manacar any a?
Bany akdar i108r espondenmel i
hatpent i
ngny amemper kuatt emaasl imer eka
(45),menent ukant anggapanawalmer eka( 43),dan/at aumenambahkant ema
(35)( kat
egor iinit
idaksal i
ngekskl usif)
.Secar akesel uruhan,mer ekat ampakny a
setujubahwapandemiber fungsisebagaikacapembesarat asi su-isuy angsudah
diketahui,danbeber apar espondenmenunj ukkanper l
uny aber pikirjauhkedepan
tentangbagai manameny el
enggar akanpendi dikanket ikasudaht i
dakper luonl i
ne
l
agi .Kamimengakhi ridengandaf tartantanganpenel i
ti
any angdi i
nformasi kan
oleht emadanr efl
eksi r
espondent entangpenel i
ti
anpendi dikanmat emat ika.

. . .
Kat
akunci
COVI
D-19 Tant
anganbesarPandemiPenel
i
tian
pendi
dikanmat
emat
ika.Agendapenel
i
tian

1Sur
vei
int
ernasi
onal
dal
am duaput
aran

Seki
tarwakt
uStudi
Pendidi
kandal
am Matemati
ka(ESM)danJur
nalPenel
it
iandal
am
Pendidi
kanMat
ematika(
JRME)merayakanul
angtahunke-
50mereka,Ar
thur

*Ar
thurBakker
A.Bakker
4@uu.
nl
1
Ut
rechtUni
ver
sit
y,Ut
recht
,Bel
anda
2
Uni
ver
sit
yofDel
awar
e,Newar
k,DE,
USA
2BakkerA.etal
.

Bakker(edi
torESM)danJi
nfaCai(edi
torJRME)mel i
hatkebut
uhanuntukmengangkat
pert
anyaanberori
ent
asimasadepanberikuti
niunt
ukbidangpenel
it
ianpendi
dikan
matemat i
ka:
T2019:
Padatemaapay anghar
usmenjadi
fokuspenel
i
tiandal
am pendi
dikan
matemati
kadal
am dekademendat
ang?
Untukitu, kami melakukansur veihanyadengansat uper t
any aani ni
antara17Juni dan
16Okt ober2019.
Ket
ikakamihampi rsiapdengananal isi
s,pandemiCOVI D-19pecah,dankamit i
dak
dapatmempr esent
asikanhasi l
nyadikonf erensiy angt elahkamir encanakanunt uk
dihadi
ri(NCTM danI CMEpadat ahun2020) .Selainitu,denganduni ayangdiguncang
olehkrisis,kamiber tanya-tany
aapakahr ekan-r
ekandibi dangkamimungki nberpiki
r
berbedat entangt emay angdi r
umuskanunt ukmasadepanaki batpandemi .Ol eh
karenaitu, pada26Nov ember2020, kami mengajukanper t
any aantindaklanj
utkepada
respondeny angpadat ahun2019t el
ahmember ikamii zinunt ukmendekat imer eka
untukdielabor asimelaluiemail
:
Q2020:ApakahpandemimengubahpandanganAndat entangtemapenel
i
tian
pendi
dikanmatemati
kaunt
ukdekademendat ang?Ji
kay a,bagai
manacaranya?
Dalam makal ahi ni
,kamimer angkum t anggapanat asduaper tanyaant ersebut.Serupa
denganSf ard(2005pendekat an),kamimemul aidenganmensi ntesissuar ar esponden
sebelum mer umuskan pandangan kamisendi ri
.Beber apa r ekan mengemukakan
gagasanunt ukmer umuskandaf t
art emaat auper tanyaankunci ,mi r
ipdengan23
masal ahmat emat ikay angbel um t erpecahkany angdi t
erbitkanDav i
dHi lbertsekitar
tahun1900( cf.Schoenf eld,1999) .Namun,mat ematikadanpendi dikanmat ematika
adalahdi sipl
ini l
muy angsangatber beda,dansangatsedi kitorangy angber bagi
pandanganf ormalisHi lberttentangmat emat i
ka;olehkar enai tu,kamit idaki ngin
meny ar ankanagarkamidapatmenangkapt emakuncipendi dikanmat emat i
kadengan
caray ang sama.Al i
h-ali
h,t i
njauan umum kamit entang t ema y ang di ambi ldari
tanggapan sur veidimaksudkan unt ukmer i
ngkasapa y ang di hargaidikomuni tas
globalkamipadasaatsur v
ei.Ber dasar kantema- t
emai ni,kamimengakhi ridengan
daftartant anganpenel i
tianyangkami anggapl ayakuntukditangani dimasadepan( cf.
Stephanetal .,2015).

2Pendekat
anmet
odol
ogi
s

2.
1Temaunt
ukdekademendat
ang(
2019)

Kamimengel ol
asur vei1pert
anyaanmelal
uidaf t
aremai lyangkamiket ahui( misalnya,
Becker,I CME, PME) dan memi nt
a penel iti pendi dikan mat emat ika unt uk
meny ebarkannyadij ari
ngannasionalmereka.Hi ngga16Okt ober2019,kamit el
ah
mener i
ma229t anggapandar i44negar
adi6benua( Tabel1) .Meskipunkamisenang
dengant anggapany anglebi
hbesardari
paday angSf ard( 2005di
teri
ma)( 74, dengan28
dariEropa),kamitidaktahuseberapabaikkamit el
ahmencapaiwi l
ayaht ertentu,dan
apakahcal onrespondenmungki nmenghadapi kendalabahasaat auhambat anlainnya.
Kamimemangmenawar kanopsikepadabeber apar espondenChi naunt ukmenul i
s
dal
am bahasaChi nakar enapenuli
skeduamenawar kanunt ukmener jemahkanemai l
merekakedal am bahasaI nggr i
s.Kamijugamener imat anggapandal am bahasa
Spanyol,
y angdi terj
emahkanunt ukkami .
Persetujuanet i
sdi ber
ikanol ehBadanPeni nj
auEt isFakult
asSai nsdanGeo- sains
Univer
sit
asUt recht( Bèt
aL- 19247) .Kamimemi nt
ar espondenunt ukmenunj ukkan
apakahmer ekaber sediadisebut kannamanyadanj i
kakamidi izi
nkanunt ukmendekat i
merekaunt uki nformasisel anjutnya.Ji
kamer ekal ebi
hsukadi sebut kannamany a,
kamimeny ebutkannamadannegar any
a;ji
kat i
dak,kamimenul is" anonim.
"Dal am
pil
i
hankut ipankami ,kami berf
okuspadakont en,bukanpadadi mana
t
emapenel
i
tianpendi
dikanmat
emat
ikat
emaMasaDepan:
sur
vei
int
ernasi
onal
...3

Tabel
1Juml
aht
anggapanperbenua(
2019)

Benua(
#negar
a)Negar
a(#t
anggapan)#t
anggapan

81
Asi
a(12)Ci
na(
39)
,Isr
ael
(14)
,India(9)
,Jepang(4),Indonesi
a(3),Rusi
a(3),
Iran
(2),
Taiwan( 2)
,UniArab
Emirat(
2),
Bhut an(1)
,Fil
i
pina(1),
Turki(1)
70,
5
Er
opa(15)Inggri
s(17,
5),
Jerman( 10),Belanda(10),Spanyol(9)
,It
ali
a(7),Austri
a(3)
,
Swedi a(3) ,Pr
ancis(2)
,Hongaria(2),
Irl
andia(2) ,
RepublikCeko( 1)
,Denmar k(
1),I
slandia(
1),
Nor wegia( 1),
Sloveni
a(1)
Amer
ikaUtara(3)AS(22.5)
;Kanada( 6);
Meksi ko(1)29,5
27
Afr
ika(
10)Kenya(8)
,Afr
ikaSelat
an( 8)
,Namibia(4)
,Alj
azai
r(1)
,Mesir(1)
,
Eswatini
(1),Ghana(1)
,Maroko(1),
Nigeri
a(1),
Uganda( 1)
Oceani
a(2)Austr
ali
a(7)
;Selandi
aBar u(4)11Amer ikaSel
atan(2)Brasi
l(5)
;Chi
l
i(5)10Tot
al:6
44229

Cat
atan:Ket
ikaseorangrespondenmengisiduanegar
adi
duabenua,
kami
menghubungkanset
engah
kesatudansetengahlai
nnyauntukbenualai
n

tanggapandar i
.Padat anggal2Mar et2021,kamimendekat isemuar espondeny ang
dikuti
punt ukmemer i
ksaul angapakahmer ekaset uj
uunt ukdi kuti
pdandi sebutkan
namany a.Seorangkol egal ebi hsukakut ipandannamany adi hapus; tigameny arankan
perubahankeci ldalam kat a-kat a;yangl ainmeny et
ujui.
Pada20Sept ember2019, ketigapenul i
sber t
emusecar afisikdiUni versi
tasUt recht
untukmenganal i
sist anggapan.Set elahset iappr oposali ndividu,kamimenet apkan
daftarber samadar it uj uht emaut ama( tuj
uhper tamadal am Tabel2) ,yangt idak
eksklusifataul engkap.Penul isket iga( Zenger ,yangsaati t
umasi hmahasi swadi
bidang i l
mu pendi dikan)sel anjutny a member ikode war na pada semua bagi an
tanggapany angt ermasukdal am kat egor i.Inimembent ukdasarunt ukf r
ekuensidan
persentasey angdi saj ikandal am tabeldant eks.Penul i
sper tama( Bakker )kemudi an
membaca semua t anggapan y ang di kat egori
kan ol eh kode t ert
entu unt uk
mengi dentif
ikasidan mensi nt esist opik ut ama y ang di bahas dal am set iap kode.
Penuliskedua( Cai)membacasemuat anggapansur veidankat egorit anggapan,dan
member ikoment ar.Set elahput aranawal analisi
s,kamimeny adar ibahwaadagunany a
menambahkant emakedel apan: penilaian( termasukev aluasi).
Selai
ni tu,mengi ngatbahwasej uml ah besarr esponden member i
kankoment ar
tentang penel i
tian pendi dikan mat emat ika i t
u sendi ri,kamimemut uskan unt uk
mer i
ngkasny a secar at erpisah.Unt uk menganal isis kat egoripenel i
ti
an ini,kami
menggunakanempatl abelber ikutunt ukmembedakanj eniskoment arpadadi si
plin
peneliti
anpendi dikanmat emat ikakami :teor i
,met odologi,refleksi dir
i
Tabel
2Per
sent
aset
anggapany
angdi kandibany
sebut akmeny
ebut
kanbeber
apat
ema
set
iapt
ema(
2019) r
espondenTema%

1Pendekatanmengaj ar642Tujuanpendi
dikan
mat emati
ka543Hubunganpendi di
kanmat emati
ka
denganprakti
klain364Pengembangan
profesi
onalguru235Teknologi
226Keset araan,
keragaman, i
nklusi
207Mempengar uhi178
Penilai
an9
Cat
atan.Per
sent
aset
idakber
juml
ah100,
kar
ena
4BakkerA.etal
.

(termasukper t
imbanganet is),interdisi pli
ner ,dant r ansdisipli
ner .Kami kemudi an
menj uml ahkant anggapanperj eni skoment ar.
Mer upakanpengal amany angmenakut kandanmer endahkanunt ukmempel aj
ari
cakupanl uasdanker agamant opi ky angmenj adiper hatiankol egakami .Kat egorisasi
apa pun t erasa seper tipengur angan kekay aan i de,dan kamisadarakan r isi
ko
"memi lah-mi l
ah"( Bowker&St ar,2000) ,y angdat angdengant antangankhususl atar
depandar ipaday anglain( St ephanetal .,2015).Namuncar at erbai kunt ukmer ingkas
gambar an y ang l ebi
h besart ampakny a dengan car a mengel ompokkan t ema dan
menunj uk pada hubungan mer eka.Saat kamimengi dent if
ikasidel apan t ema
penel i
ti
anpendi dikanmat emat ikaunt ukmasadepan,per tany aanber ul angsel ama
anal i
sisadal ahbagai manamer epr esent asi kanny a.Daf tarseper tiTabel2t i
dakadi l
unt ukket erkaitan ant arat ema.Beber apa hubungan kapalsangatj elas,mi salnya,
pendekat an pendi di
kan ( tema 2) y ang beker ja unt uk t ujuan pendi dikan at au
kemasy arakatan( tema1) .Beber apat emat ersebarl uas;Mi salny a,pemer ataandan
pengar uh( posi t
if)adal ahduahaly angi ngi ndi capaipendi dikt etapijugaf enomena
yangdi pertaruhkandal am set i
apmomenbel ajardanmengaj ar.Di agram y angkami
anggapmewaki liketerkaitanseper tiitut er lal
uspesi f
ik(membat asibany akopsiy ang
relevan,mi salny a,bintang dengan del apan si mpuly ang hany a menghubungkan
pasangant ema)at aut idakcukupspesi fi
k( misal nya,diagr am Venndengandel apan
daunseper tisimboli Phoneunt ukf oto).Padaakhi rnya,kamimemut uskan unt uk
menggunakangambardanber kolabor asidenganEl i
sabet hAnger er( asi stensi swa
dalam pr ogr am i lmupendi di kan) ,y angakhi rnyamembuatgambarpadaGambar1
unt ukmenangkapt emadal am hubunganmer eka.
Gbr.1Kesanart
ist
ikdar
i t
emamasadepanTemamasa
depanpenel
it
ianpendi
dikanmat
emat
ika:sur
vei
int
ernasi
onal
...52.
2Apakahpandemi

mengubahpandanganAnda?(
2020)

Padat anggal26Nov ember2020,kamimengi rimkanemai lkepadar ekan- rekany ang

menanggapiper tany aanawaldany angmember i
kani zi nunt ukdidekat imel aluiemai l
.
Kamimengut i
pt anggapanawalmer ekadanber t
any a:“ Apakahpandemimengubah
pandangan Anda t ent ang tema penel iti
an pendi dikan mat emat ika unt uk dekade
mendat ang?Ji kay a,bagai mana?”Kamimener ima108t anggapanhi ngga12Januar i
2021.Negar a-negar aasalt anggapant er
masukChi na, Itali
a, dant empatl ai ny angl ebih
awalt erkenav i
rusCOVI D-
19.Panj angt anggapanber v ariasidar itanggapansat ukat a
("t
idak")hi nggat eksr umithingga2. 215kat a.Beber apaor angmel ampi r kanpubl i
kasi
yangr el ev an.Panj angmedi ant anggapanadal ah87kat a,denganpanj angr ata-
rata
148kat adanSD=242.ZengerdanBakkermengkl asifikasi kanny asebagai" ti
dakada
perubahan"( 9t anggapan)at au" pandangany angj elasber beda"( 8);si sat anggapan
mel i
hatpent i
ngny at emaawalmer ekadi per kuat( 45) ,menent ukant anggapanawal
mer eka( 43),ataumenambahkanper tanyaanat aut emabar u( 35).Kat egor iter akhirini
ti
daksal ing ekskl usif,karena r esponden per tama- tama dapatmeny at akan bahwa
menur utmer ekat emaawall ebihr el
ev andaripadasebel umny adanmember ikant ema
tambahany angl ebi hspesi f
ik.Kamikemudi anmenggunakant emay angsamay ang
tel
ahdi i
dent i
fi
kasidibabakper tamadanmengi dent i
fikasiapay angdi tekankanat au
dit
ambahkandal am t anggapant ahun2020.

3TemaTemay
ang

palingseringdisebutkanadal ahapay angkaminamakanpendekat anpengaj

aran( 64%
dariresponden,li
hatTabel2) .Beri
kutnyaadalahtemat uj
uanpendidikanmatematikadi
manapenel i
ti
anhar usl ebihdijel
askandalam dekademendat ang( 54%)
.Sasarani ni
berkisardaritujuanpendi dikankhusushi nggat ujuankemasyarakatanyangsangat
l
uas.Bany akrekanmer ujukpadahubunganpendi dikanmatematikadenganprakti
kl ai
n
(komuni t
as,inst i
tusi
…) seper tir umah,mel anjutkan pendi
dikan,dan peker j
aan.
Pengembanganpr ofesionalguruadal ahar eakunciunt ukpenel itiandimanat emal ain
kembal i( apa y ang har us dipel ajar isi swa,bagai mana,bagai mana meni l
aii t u,
bagaimana menggunakan t eknol ogi dan memast ikan bahwa si swa t ertarik? ).
Teknol ogimer upakan t emany a sendi r
it etapijuga memai nkan per an kuncidal am
banyakt emal ainnya,seper t
ipengar uh.Temal ainyangmer embeskey anglai nadal ah
apay angdapatdi ringkassebagaikeadi l
an,keragaman,dani nkl usi( j
ugadi sebutkan
keadilansosi al,ant i
-rasi
sme,ni lai-nilaidemokr asi
,danbeber apani lail ainnya).Ni lai-
nil
aii nibukan hany at ujuan sosi aldan pendi dikan t etapij uga pendor ong unt uk
mendesai n ul ang pendekat an pengaj ar an,menggunakan t eknol ogi ,menger j
akan
penil
ai any angl ebihadi l
,danmembant upeser tadi di
kmendapat kanakses,menj adi
percay adi ri
,mengembangkanmi nat ,at aubahkankeci nt aanpadamat emat i
ka.Unt uk
mengev aluasiapakahpendekat anber hasildanapakaht ujuantel aht ercapai ,penilaian
(t
ermasukev aluasi)jugadisebutkansebagai t
opikutamapenel i
tian.
Dalam t anggapant ahun2020,bany akucapanbi jakdanumum y angdi buat .I
ntiny a,
pandemi( seper tikr i
sis sebelumny a seper t
ikr i
sis ekonomiseki t
ar 2008- 2010)
berfungsisebagaikacapembesarpadat ema-t
emay angsudahdi anggappent ing.
Namun,kar enapandemi ,masal ahsosi aldanpendi dikany angsi st emi kdi katakan
menj adil ebi ht erl
ihatol ehkomuni tasy ang lebihl uas,danmendor ongki taunt uk
memi kir
kanpot ensi"normal baru".

3.
1Pendekat
anunt
ukmengaj
ar

Kami
membedakanst
rat
egi
pengaj
arankhususdar
itopi
kkur
ikul
ery
angl
ebi
hluas.
3.
6BakkerA.dkk. 1.
1St
rat
egi
pengaj
aran

Ada kebut uhan y ang di akui secar a l uas unt uk mer ancang l ebih l anjut dan
mengev aluasiber bagaipendekat anpengaj aran.Diant arast rat egipengaj arandan
j
eni spembel ajarany angakandi promosi kany angdi sebut kandal am t anggapansur vei
adalahpembel aj
arankol aborati
f ,pendi dikanmat emat ikakr i
tis,pengaj arandi al ogis,
pemodel an, pembel ajarany angdi per sonalisasi, pembel ajaranber basi smasal ah, tema
l
intas- kur i
kul ery angmembahast ema- t
emay angl ebihbesardiduni a.,mewuj udkan
desai n,v i
sual i
sasi,danpembel ajarani nterleav ed.Namun,per hat i
kanbahwasi swa
j
ugadapatmeni ngkat kanpenget ahuanmat emat ikamer ekasecar amandi ridar igur u
atauor angt uamel alui tutori
al webdanv ideoYouTube.
Bany akr espondenmenekankanbahwapendekat anpengaj ar anhar usmel akukan
l
ebi hdar isekedarmempr omosi kanper kembangankogni tif
.Bagai manamengaj arbi sa
menghi burat au memi kat ? Bagai mana hali t
u dapatber kont ribusipada t ujuan
pendi dikany angl ebihl uasunt ukmengembangkani dentitassi swa, berkont r
ibusipada
pember day aan mer eka,dan membant u mer eka mel i
hatni laimat emat i
ka dal am
kehidupandanpeker jaansehar i-
har imer eka?Kami kembal ikebagi an3. 7.
Dal am t anggapan t ahun 2020,kamimel i
hatl ebih bany ak penekanan pada
pendekat any angmembahaspemodel an,pemi kirankr i
ti
s, danl iterasi mat emat i
kaat au
statistik.Sel aini tu,r espondenmenekankanpent ingny amempr omosi kani nter aksi,
kolabor asi,danpemi kirant i
ngkatt i
nggi ,yangumumny adi anggapl ebihmenant ang
dalam pendi dikan j arak j auh.Sal ah sat u pendekat an y ang pat utdi sorotiadal ah
pendi dikanber basist ant angan( lih.Johnsonetal .2009) ,kar enadi but uhkant antangan
sosialy angbesarseper tiyangdi sebut kandibagi ansebel umny asebagaimot i
vasidan
orientasi nya.

3.
1.2Kur
ikul
um

Pendekat
andi
mana pendi
dikan mat
emat
ika dapatber
kont
ri
busipada t
ujuan y
ang
disebut kan diat as dapatdi bedakan diber bagait ingkat an.Beber apa r esponden
meny ebutkan t antangan seput ar mengembangkan kur i
kulum mat emat ika y ang
koher en, memper lancar t ransi
si ke t ingkat sekol ah y ang l ebih t i
nggi , dan
meny eimbangkant opik,danj ugatopiky angber l
ebihan,pengar uhpeni laiant erhadap
apa y ang di ajarkan,dan apa y ang dapatdi ajarkan ol eh gur u.Mi sal
ny a,gur u
mat emat i
kaser i
ngkalit idaksi apunt ukmengaj arst ati
stika.Tampakny ahany aada
sedikitpenel iti
any angmembant upenul i
skur ikulum mengat asibeber apaper tanyaan
suli
ti niser t
abagai manamemant aur efor
masi( li
h.Shi mi zu&Vi t
hal ,2019) .Anal isi
s
buku t eks disebutsebagaiupay a penelitian yang di per l
ukan.Tet apibahkan j i
ka
kurikulum dal am sat usist em pendidikancukupkoher en, bagai manakont inuit
asant ara
sistem pendi dikandapatdi pasti
kan(cf .Jansenetal .
,2012) ?
Dal am t anggapan t ahun 2020,beber apa r esponden memi nta sumber day a
kurikulum ber kualitastinggigr ati
s.Dibeber apanegar adimanaaksesI nternetmenj adi
masal ahdidaer ahpedesaan,dapatdi amat ipergeser andar isumberday aonl i
neke
jeni
smedi alainseper tiradiodanTV.

3.
2Tuj
uanPendi
dikanMat
emat
ika

Temapendekat ant erkaiteratdengant ematujuan.Mi salnya,sepertiyangdi tul

isFulvi
a
Furinghetti(
It
ali
a):“Diakuisecar aluasbahwaber piki
rkriti
sadal ahtujuanf undament al
dalam pengaj aran mat ematika.Namun demi ki
an,masi h bel um jelas bagaimana
pener apannyadalam pr akti
k."Kamimembedakant uj
uansosi alyangl uasdant uj
uan
pendidikany angl ebihspesi fik.I niseri
ngdi kait
kan,seper t
iy angdi tuli
sol ehJane
Wat son (Austral
ia):“ Jika Pendi dikan adal
ah unt uk memecahkan masal ah sosial,
buday a,ekonomi,danl ingkungandar i
duniayangdi dorongol ehdat asaatini,perhati
an
harusdi beri
kanunt ukmemper siapkansiswaunt ukmenaf si
rkandat ay angdi saji
kan
kepadamer ekadi bidangini."
Temamasadepanpenel
i
tianpendi
dikanmat
emat
ika:
sur
vei
int
ernasi
onal
...73.
2.1Tuj
uan

kemasy
arakat
an

Responden meny inggung kebut uhan siswa unt uk bel aj

aragarber fungsidal am
perekonomi andandal am masy arakatsecaral ebihl uas.Selaint ujuani nstr
ument al
pendidikan mat emat ika,beber apa menekankan t ujuan y ang ber kai t
an dengan
perkembangansebagaimanusi a,mi salnyabelajarmel ihatmat emat i
kadiduni adan
mengembangkanhubungandenganduni a.Pendidikanmat ematikadal am pandangan
i
nihar usmember day akansi swaunt ukmemer angikecender unganant i
-keahli
andan
pasca-fakta.Beber apar espondenmeny ebutkant ujuanmasy arakaty angl ebihbesar
sepertimenghi ndar ikepunahansebagaispesi esmanusi adannasi onal i
smeber acun,
meny elesaikanper ubahani kli
m, danmembangunmasadepany angber kelanj
utan.
Padat anggapanput arankedua( 2020),kamimel i
hatl ebihbanyakpenekananpada
masal ahkemasy arakat anyangl ebihbesari ni
.Ur gensiunt ukmengar ahkanpendi dikan
mat emat i
ka( danpenel it
iannya)kear ahpeny elesaiani nitampakny adi rasakanl ebih
darisebelumny a.Si ngkat nya,telahdi t
ekankanbahwapl anetki
taper l
udi sel
amat kan.
Pertanyaanbesar ny aadal ahapaper anpendi dikanmat emati
kadal am menghadapi
tantangani ni
.

3.
2.2Tuj
uanPendi
dikan

Beber
apa r esponden mengungkapkan kepri
hati
nan bahwa t uj
uan pendi
dikan
matemat
ikasaati nit
idakmencermi
nkankebutuhandankepenti
nganumatmanusi a
danmasyarakatdenganbaik.Tuj
uanpendi
dikanyanglebi
hdit
ekankanadal
ahmel ek
mat emat ika,ber hi
tung,kr i
tis,danber piki
rkr eati
f— seringkalidenganmengacupada
duniay angt erusber ubahdanpl anety angt erancam.Secar akhusus, dampakt eknologi
sering kal iditekankan,kar ena hali nimungki n berdampak pada apa y ang perl
u
dipelajarior ang( li
hatGr avemei j
eretal .
,2017) .Ji
kakomput erdapatmel akukanhal -hal
tert
ent uj auhl ebihbaikdar ipadamanusi a,apay angperludipel aj
arisi
swa?
Diant arat ujuan pendi dikan y ang pal i
ng seri
ng di sebut kan untuk pendi di
kan
mat emat ikaadal ahliterasist at
istik,pemi kir
ankomput asidanal gor
it
mi k,kecerdasan
buat an, pemodel an,dani l
mudat a.Secar alebihumum, respondenmeny atakanbahwa
pendi dikanmat ematikahar usmembant upeser tadidi
kmeny ebarkanbukt i
,penalaran,
argument asi,danbukt i.Misalnya, Mi chell
eSt ephan(AS)ber tany a:
Kontenmat emati
kaapay anghar usdi ajar
kanhar ii
niunt ukmemper siapkan
si
swamenghadapipeker j
aandimasadepan,t erut
amamengi ngatper
t umbuhan
duni
a di git
al dan dampakny at erhadap ekonomigl obal? Semua kont en
matemat i
ka diK- 12 dapat di selesai
kan dengan komput er,jadipr osedur
matemat i
ka apa yang menj adikur ang penti
ng dan domai n apa yang per l
u
di
eksplorasilebi
hlengkap(mi sal
nya,stati
sti
kdandat abesar ,geometrispasial,
penalar
anf ungsi
onal,
dll
.)
?
Salahsat ut ant
anganpenel it
ianadal ahtidakadany amet odologiyangj elasunt uk
mencapait ujuanpembel aj
arany angr el
evandanl ayak.Namunadakebut uhanunt uk
memi li
hdanmer umuskantujuant er
sebutberdasarkanpenelit
ian(bnd.VandenHeuv el
-Panhuizen,2005).
Beberapa dar itanggapan t ahun 2020 meny ebutkan cara y ang terkadang
bermasal ahdimanaangka,dat a,dangr afikdigunakandir uangpubl ik(misalnya,
Ernest,2020;Kwon etal .,2021;Yoon etal .
,2021) .Bany ak r
esponden mel ihat
penekananmer ekapadat uj
uanpendi di
kany angrelevandiperkuat
,mi sal
nya,li
terasi
stati
sti
kdandat a,pemodelan,pemi kirankri
ti
s,dankomuni kasipubli
k.Beberapat opik
khususpandemi di
sebutkan,sepertipert
umbuhaneksponensi al.

3.
3Hubunganpendi
dikanmat
emat
ikadenganpr
akt
ikl
ain

Banyaktanggapany
angdapatdikat
egori
kansebagaimenyor
otipeny
eberanganbatas
(Akker
man&Bakker ,
2011)dengandisi
pli
nil
muat aukomunit
asdiluarpendi
dikan
mat emati
ka,seper
tidal
am sai
ns,
8BakkerA.etal
.

pendi dikant eknologi,t eknik,seni ,danmat emat ika( STEM at auSTEAM) ;or angt ua
ataukel uarga;t empatker j
a;danwakt ul uang( mi salnya,dr ama,musi k,olahr aga) .
Cont ohy angmenar ikadal ahpot ensipendi dikanmememat emat i
ka— “objekdi gital
l
ucuy angdi buatolehpenggunaweby angmeny ali
ngambary angadadanmenut upi
keterangan pr i
badi”( Bi nietal .
,2020,hal .2) .Respon y ang ber hubungan dengan
peny eber anganbat asi nidengandemi kianmenekankanger akandanhubunganant ara
pendi dikanmat emat i
kadanpr akti
klainnya.
Dal am t anggapant ahun2020,kamimel i
hatbahwasel amapandemi ,hubungan
antar asekol ahdanr umahmenj adijauhl ebi hpent ing,kar enasebagi anbesarsi swa
(danmungki nmasi h)bel ajardir umah.Penel i
ti
ansebel umny at entangket erli
bat an
orangt uadanpeker j
aanr umah( Civi
l&Ber nier,2006;deAbr euetal .,2006;Jackson,
2011)t erbuktirelevandal am si tuasisaati nidimanabany aknegar amasi hat aul agi
terkunci .Respondenmenunj ukkanper lunyamemant ausi swadanpeker jaanmer eka
sertaunt ukmempr omosi kanpengat urandi ri.Mer ekaj ugal ebi hmenekankanpada
kontekspol i
ti
k,ekonomi ,dankeuangandimanaf ungsipendi di kanmat ematika( atau
mal fungsi ,
dalam bany akpandanganr esponden) .
3.
4Pengembanganpr
ofesi
onal
gur
u

Respondensecar aekspli
sitmenyebut
kanpengembanganpr of
esionalgurusebagai
domainpentingpeneli
ti
anpendidi
kanmat emat
ika(termasukpengembanganpendi di
k
guru)
.Misalnya,LoideKapenda(Namibia)menuli
s,"SayamendukungUNESCOy ang
i
denyaadalahber f
okuspadabagaimanaki t
amemper siapkangur uuntukmasadepan
yangkit
ainginkan.
"(misal
nya,UNESCO,2015)Dan,FranciscoRojas(Chil
i)menul
i
s:
Meski punbidangpendi di
kanmat emat i
kaluasdanset i
apkal idi
hadapkanpada
tant
anganbar u( t
unt
ut ansosi
o-pol i
ti
k,konteksantarbuday abar u,l
ingkungan
digi
tal,dl
l.
),semuanyaakandi tanganidisekol aholehgurumat emati
ka,baikdi
sekolahdasarmaupundipendi dikanmenengah.Ol ehkar enaitu,darisudut
pandangsay a,pendi
dikangurupr a-j
abatanadalahsalahsat ubidangpenel i
ti
an
yangpal i
ngrelevanuntukdekademendat ang,ter
utamadi negaraberkembang.
Ter bukt idar itanggapan bahwa pengaj aran mat emat i
ka di l
akukan ol eh ber bagai
macam or ang,tidakhany aol ehor ang- or angy angt er
lat
ihsebagaigur usekol ahdasar ,
gurumat emat i
kasekol ahmenengah,at auahl imat ematikatetapij ugaor angt ua,gur u
l
uarl apangan,dani lmuwan.y angdi siplinut amany abukanmat emat ikat etapiy ang
menggunakanmat emat ikaat aust atistik.Bagai managur umat emat i
kadi l
atihber beda-
beda.Respondenser i
ngmenunj ukpadapent i
ngny apenget ahuanmat eripelajarandan
terutama mencat atbahwa bany ak gur ut ampakny a kurang si ap unt uk mengaj ar
statistik(mi sal
ny a,LonnekeBoel s,Belanda) .
Per tany aankuncidi ajukanol ehbeber apakol ega:"Bagai manacar amel at i
hgur u
mat emat ika dengan dasary ang kuatdal am mat emat i
ka,si kap posi ti
ft er hadap
pengaj arandanpembel ajaranmat emat ika,danbasi spenget ahuanl uasy angt er kait
denganSTEM? "( anoni m) ; "
Pengembanganpr ofesionalapa, terutamadit i
ngkatpasca-
sekol ah menengah,y ang memot i
vasiper ubahan dal am pr akt i
k pengaj aran unt uk
member ikan si swa kesempat an unt uk t erlibatdengan mat emat i
ka dan menj adi
sukses? "( LauraWat ki ns,AS) ;“ Bagai manapendi di
kmat emat i
kadapatmembekal i
siswa unt uk kewar ganegar aan y ang adi l dan ber kelanjutan? Dan bagai mana
pendi dikanmat emat ikadapatmembekal igur uuntukmendukungsi swadal am hal i
ni ?”
(Dav idWagner ,Kanada)
Dal am t anggapant ahun2020, t
erl
ihatj el
asbahwagur usangatpent ing,terutamadi
erapandemi .Perubahanmendadakkepengaj aranonl i
neber artibahwa
t
emamasadepanpenel
i
tianpendi
dikanmat
emat
ika:
sur
vei
int
ernasi
onal
...9

persy
ar atan yang lebi
ht i
nggidiaj
ukan unt
uk pendidi
kan dan kemampuan
mengaj arguru,t er
utama kemampuan untuk melaksanakan pendidi
kan dan
pengajarandenganmenggunakant eknol
ogii
nfor
masihar usdiperkuat.Kedua,
kemampuangur uuntukber
komunikasidanbeker
jasamat elahdi
sunt i
kdengan
konotasibaru.(GuangmingWang,China)
Secaraumum di asumsikanbahwasebagi anpendi dikanakant et
aponl ine,meskipun
l
ebihbany akditi
ngkatpendidikanyanglebihtinggidaripadadipendi di
kandasar.I ni
beri
mplikasipada guru,mi salny
a,mer eka harus memi ki
rkan bagaimana mer eka
bermaksudmengkoor di
nasikanpengajar
andil okasidanonl i
ne.Karenany a,sal
ahsatu
fokuspentingunt
ukpengembanganpr ofesionaladalahpenggunaant eknol ogi
.

3.
5Teknol
ogi

Teknologil
ayakdisebutsebagait
emait
usendir
i,t
etapikamii
ngi
nmenekankanbahwa
i
tut erj
adidisebagi an besartema lai
nny
a.Per tama-t
ama,beberapa r
esponden
berpendapatbahwa,karenakemajuant
eknol
ogidalam masyar
akat
,tuj
uanpendidi
kan
mat emat ika dimasy arakat dan pendi dikan per l
u di ubah ( misalny a,pemi kiran
komput asiunt ukmemast ikankel ay akanker j
adal am masy ar akatt eknol ogi).Kedua,
tanggapanmenunj ukkanbahwat ujuany angdi ubahber impl ikasipadapendekat an
dalam pendi dikanmat emat ika.Per timbangkanr ef ormasikur i
kulum y angdi perlukan
danper angkatdi gi
taly angakandi gunakandidal amny a.Si swat i
dakhany aper lu
belajarmenggunakant eknol ogi ;teknol ogij ugadapatdi gunakanunt ukmempel ajari
mat emat ika ( mi salny a,v isual isasi ,desai ny ang di wuj udkan,pemi kir an st at
istik).
Teknol ogibar useper t
ipencet akan3D,mat emat ikaf oto,danaugment edr ealit
ydan
vir
tualr eal i
tymenawar kan pel uang bar u unt ukbel ajar.Masy arakatt elah ber ubah
sangatcepatdal am hali ni.Ket iga, teknol ogidi sarankanunt ukmembant umembangun
koneksidengan pr aktikl ai n,seper tiant ara sekol ah dan r umah,at au pendi di kan
kejuruan dan peker jaan,meski pun ada per bedaan besardal am seber apa sukses
koneksi i
ni.
Dalam t anggapant ahun2020,adakekhawat i
ranbesart ent angkesenj angandi gital
saati ni(li
hatHodgenetal .,2020) .PandemiCOVI D- 19t elahmember ikanal asanbagi
penel i
ti
anpendi dikanmat emat ikaunt ukmemahamil ebihbai kbagai manakoneksi
l
intaspendi dikandanpr akt i
kl ainny adapatdi ti
ngkat kandenganbant uant eknol ogi.
Mengi ngatdi stribusibant uany angt idakmer ataol ehor angt uaat auwal i
,menj adi
semaki npent ingunt ukmemi kirkanbagai managur udapatmenggunakanv ideodan
kuis,bagai manamer ekadapatmemant ausi swany a,bagai manamer ekadapatmeni l
ai
mer eka( sambi lmenghor mat ipr ivasi),danbagai manaseseor angdapatmengi mbangi
kurangny ai nter aksisosi al
,ger akt ubuh,danper wuj udany angmungki nt erjadisaat
bersamasecar af isi
k.
Dimana t eknol ogisel uler di anggap sangat i novatif sebel um t ahun 2010,
smar tphonet el ahmenj adiper angkatsent raldal am pendi dikanmat emat i
kadal am
pandemidengan ket ergant unganny a pada pembel ajaran jar ak jauh.Pengal aman
l
angsungkamimenunj ukkanbahwaapl i
kasit el
eponseper tiWhat sAppdanWeChat
tel
ahmenj adial atut amadal am pr osesbel ajarmengaj armat emat ikadibany akdaer ah
pedesaandiber bagaibenuadimanahany asedi kitor angy angmemi l
ikikomput er
(untukl apor an t entang podcasty ang di distribusi kan mel aluiWhat sApp,penger as
suarakomuni tas, danst asiunr adi ol okal .di Kolombi a, l
ihatSaenzdkk. , 2020) .

3.
6Keset
araan,
ker
agaman,
dani
nkl
usi

Temal i
ntassektor
allai
nny adapatdiberil
abel"kesetaraan,keragaman,dani nklusi.
"
Kamimenggunakant ri
pletiniuntukmembahast opi kapapuny angmeny orot
iinidan
ni
lai
-ni
l
ai kemanusiaan t erkai
t sepert
i keset
ar aan,keadi l
an sosial dan r asial
,
emansipasisosi
al,dandemokr asiyangjugadi sebutkanolehpar ar esponden( li
h.
Dobi
e&Sher in,
2021).Dalam haltuj
uanpendidi
kan, banyakrespondenmenekankan
10BakkerA.etal
.

bahwa pendi di
kan mat emat i
ka harusdi peruntukkan bagisemua si swa,t ermasuk
mer ekay angmemi l
i
kikebut uhankhusus,y anghi dupdal am kemi ski nan,y angsedang
belajarbahasapengant ar,yangmemi li
kil
atarbel akangmi grasi
, yangmenganggapdi r
i
mer ekaLGBTQ+,memi li
kiri
way attraumatisat aukeker asan,at audal am halapapun.
terpi
nggi r
kan.Ada konsensusl uasbahwa set i
ap or ang har usmemi l
ikiakseske
pendi dikanmat emat i
kaber kuali
tastinggi
.Namun, sepertiyangdi cat atolehNi ralShah
(AS),kur angper hat
iandi beri
kanpada" bagaimanaf enomenay angt erkaitdengan
penandasosi al( misalnya,ras,kelas,jeniskel ami n)ber i
nteraksidenganf enomena
yangt er kai
tdenganpengaj arandanpembel ajarankont enmat emat ika."
Dal am halpendekat anpengaj aran,pendidikanmat emat i
kadi ci rikanol ehbeber apa
responden dar inegar at ertentu sebagair uang put ih dimanabeber apakel ompok
mer asaat audikecuali
kan( cf.Battey,2013) .Adakekhawat ir
anumum bahwapr akti
k
pengaj aran mat emat i
ka saati nidapatmengabadi kan ket idakset araan,khususny a
dalam pandemisaati ni
.Dal am halpeni laian,mat emat ikaterlaluser ingdi gunakanat au
dialamisebagaipenj agager bangdar i
padasebagaisumberday ay angkuat( li
h.Mar tin
etal .
,2010) .St eveLer man( I
nggr is)" menunj ukkanbahwamemahamibagai mana
peluangpendi dikandi di
st r
ibusi kansecar at i
dakadi l
, dankhususny abagai manahali tu
terwuj uddiset i
apuj ungset i
apkel as, mer upakanpr asy aratunt ukmembuatper ubahan
yangdapatber dampakpadar edistri
busi ."Olehkar enai t
u,t ujuanut amapenel i
ti
an
adal ahunt ukmemahamiapay angmengecual ikansi swadar ibel ajarmat emat i
kadan
apay angakanmembuatpendi di
kanmat emat i
kal ebihi nklusif(cf .Roos,2019) .Dan,
seper ti apaper kembanganpr of esional gur uyangmempr omosi kankeset araan?
Padat ahun2020,bany akr espondenmel i
hatpenekananmer ekapadakeset ar aan
danni l
ai-nil
ait erkaitdi perkuatdal am pandemisaati nidenganr i
sikokesenj angan
digital,aksesy angt i
dakset ar akependi di
kanmat emat i
kaber kualit
ast i
nggi ,dan
distribusisumberday ay angt i
dakadi l.Temapenel i
tianmasadepany angt er kait
adal ahbagai manaapay angdi sebutpel ebar ankesenj anganpr estasidapatdi per baiki
(cf.Bawa,2020) .Namun,per ingat anj ugadi r
umuskanbahwaber pi
kirdal am i stil
ah
defisitseper t
iit udapatmel anggengkanket i
dakset araan( cf.Sv enssonetal .,2014) .
Sebuahper t
any aany angdi ajukanol ehDorAbr ahamson( AS)adal ah,"Apaper any ang
dapatdi mainkanol eht eknol ogidi gital,dandal am bent ukapa,dal am memul ihkan
keadi landanmer ayakankeber agaman? "

3.
7Pengar
uh

Meski punt er jeratdenganbany akt emal ain,pengar uhj ugal ay akdi sorotisebagait ema
i
tusendi ri.Kamimenggunakani stil
ahmempengar uhidal am ar tiyangsangatl uas
unt ukmenunj ukkan f enomenapsi kologis-sosi alseper tiemosi ,cinta,keper cayaan,
sikap,mi nat ,r asai ngint ahu,kesenangan,ket erl
ibat an,kegembi r
aan,ket erli
bat an,
mot iv
asi,har gadi ri,i
dent i
tas, kecemasan, ket erasingan, danper asaanaman( cf.Cobb
etal .,2009; Dar ragh, 2016;Hannul a, 2019; Schukaj lowetal .,2017) .Bany akr esponden
menekankan pent ingnyamempel ajar ikonst ruksii nidal am kai tanny adengan( dan
ti
dak t erpisah dar i
) apa y ang di ciri
kan sebagaikogni si.Beber apa r esponden
menunj ukkanbahwapengar uhbukanhany ai ndividut et apij ugaf enomenasosi al,
seper tihal ny apembel ajaran( cf.Chr onaki,2019;deFr eitasetal .,2019;Schi ndler&
Bakker ,
2020) .
Di ant ara t ujuan pendi dikan pendi dikan mat emat i
ka, beber apa peser ta
meny ebut kanper lunyamembangki tkandanmenumbuhkanmi natpadamat emat ika.
Dal am hal pendekat an, bany ak penekanan di berikan pada kebut uhan unt uk
menghi ndar i kecemasandanket erasingandanunt ukmel ibat kansi swadal am akt i
v i
t as
mat ematika.
Dal am t anggapant ahun2020,l ebi hbany akpenekanandi ber i
kanpadaper hat ian
tent angket erasi ngan,y angt ampakny amenj adiper hatiankhususket ikasi swasecar a
sosi aljauhdar itemansebay adangur uket ikapengaj ar anhany adi lakukanmel al ui
teknol ogi.Whatwasr eiteratedi nt he2020r esponseswast hei mpor tanceofst udent s'
senseofbel ongi ngi namat hemat icscl assr oom ( cf.Hor n,2017) —at opiccl osel y
relatedt ot het hemeofequi t
y ,di
v ersity,andi nclusiondi scussedbef ore.
Fut
uret
hemesofmat
hemat
icseducat
ionr
esear
ch:
ani
nter
nat
ional
sur
vey
..113
. .
8Assessment

Assessmentandev al
uati
onwer enotoft
enment i
onedexplicit
ly,
buttheydonotseem
l
essimpor tantthantheot herrel
atedt
hemes.Akeychal lengei st
oassesswhatwe
val
uer atherthanv al
uingwhatweassess.I npreviousresearch,t
heassessmentof
i
ndivi
dualst udent
shasr eceivedmuchattent
ion,butwhatseemst obeneglect
edi s
t
heev aluati
onofcur ri
cula.AsChongyangWang( China)wr ot
e,“How toeval
uat
et he
curri
cul um reforms.When we paymuch ener gyinr eforming oureducat ion and
curri
cul um,dowei maginehow t oensur
ei twillwor kandt herewil
lbepi ecesof
evidencef oundaf t
erthenewcur ri
cul
aarecarri
edout ?Howt oprovethereformswor k
andmat t
er?
”(cf.Shimizu&Vi thal
,2019)
Int he2020r esponses,t herewasanemphasi sonassessmentatadi stance.
Distanceeducat iongener all
yisfacedwiththechal l
engeofev aluat
ingstudentwor k,
bothf ormativel
yandsummat ivel
y.Wepredi
ctthatso- call
ede- assessment,alongwi t
h
i
tspr ivacychal l
enges,wi llgeneratemuchr esearchi nteresti nthenearf uture(cf.
Bickerton&Sangwi n,2020).

4Mat
hemat
icseducat
ionr
esear
chi
tsel
f

Although we onl yasked f orfuturethemes,manyr espondent s made i

nteresting
comment saboutr esear chi nmat hematicseducationandi tsconnectionswithot her
disci pl
inesandpr act ices( suchaseducat i
onalpracti
ce,pol i
cy,homeset t
ings).We
hav egr oupedt heseconsi der
ati
onsundert hesubheadingsoft heory,met
hodol ogy ,
reflectiononourdi scipline,andinterdi
scipl
inari
tyandtransdiscipl
inar
ity
.Aswi tht he
prev iouscat egori
zat ioni ntothemes,west r
essthatthesef ourtypesarenotmut ual l
y
excl usive as t heor eticaland met hodologicalconsiderati
ons can be i ntr
icately
i
nt ertwined( Radford, 2008) .

4.
1Theor
y

Sev eralrespondent sexpr essedt heirconcer naboutt hefragment ationanddi versit

yof
theoriesusedi nmat hemat i
cseducat i
onr esearch( cf.Bikner-Ahsbahs& Pr ediger,
2014) .Thequest ionwasr aisedhow mat hemat i
cseducat orscan“ wor kt ogethert o
obtainv alid,r eli
able,r eplicable,and usef ulf i
ndingsi nourf i
eld”and “ How,asa
discipli
ne, can we encour age sust ained r esearch on cor e quest ions usi ng
commensur able per spect i
v es and met hods? ”( Keit
h Weber ,USA) .One wi sh was
“compar ingt heor eti
calper spectivesf orexpl anatorypower ”(K.Subr amani am,I ndia).
Atthesamet i
me, i
twasst ressedt hat“ wecannotcont inuetopr etendt hatther eisjust
onecul turei nt hef i
eldofmat hemat i
cseducat ion,thatallthet heoreticalf r
amewor k
maybeappl i
edi nwhi chev ercul tureandt hatr esult
sar euniversal”(Mar iol
inaBar t
olini
Bussi ,It
al y
) .I
naddi t
ion, t
hewi shwasexpr essedt odeepent heoreticalnot i
onssuchas
numer acy ,equity,andj usticeast heypl ayouti nmat hematicseducat ion.

4.
2Met
hodol
ogy

Many met hodologi

cal approaches wer e ment i
oned as pot enti
all
y useful in
mat hemat i
cs edu cat ion research: randomized studies,experi
ment al st
udi
es,
repli
cation, case st udies, and so f or
th. Parti
cul
ar at t
ent
ion was pai d t o
“compl ementarymet hodologi
est hatbri
dget he'
gap'betweenmat hemati
cseducati
on
researchandr esearchonmat hemat i
calcognit
ion”(Chri
stianBokhove,UK),as,for
exampl e,doneinGi l
mor eetal.(
2018).Also,appr
oacheswer e
12BakkerA.etal
.

menti
onedt hatintendt obridgetheso- call
edgapbet weeneducat i
onalpract
iceand
r
esearch,such as l esson study and desi gn r
esearch.Forexampl e,Kay Owens
(
Austr
alia)pointedt othechal l
engeofst udyi
ngcul t
uralcontextandidenti
ty:“Such
r
esearchrequiresamul t
i-
facetedresearchmet hodologyt hatmayneedt obef urt
her
t
easedoutfrom ourcur rentquali
tat
ive(eg, et
hnographic)andquanti
tat
iveapproaches
('
paperandpenci l
'(i
ncl
udingcomput i
ng)t
esti
ng).Desi
gnresearchmaypr ovi
defur
ther
possibi
l
iti
es.”
FranciscoRojas(Chi
le)highli
ght
edtheneedformor el
ongit
udinalandcross-
secti
onal r
esear
ch,inpart
iculari
nthecont
extofteacherpr
ofessionaldev
elopment
:
Itisnotenought oinvesti
gatewhathappensi npre-servi
cet eachereducationbut
understandwhatef fectsthistraininghasi nt hefirstyearsoft hepr ofessional
careeroft henew teacher sofmat hemat ics,bothi npr imaryandsecondar y
educati
on.Ther ef
ore,incr
easinglymor elongitudi
nalandcr oss-
secti
onalst udies
willber equir
edtounder standt hecompl exityoft hepr acti
ceofmat hemat ics
teachers,how theprofessionalknowl edget hatarti
culatest hepracti
ceev ol
ves,
andwhatef f
ectshav ethepr acticeoft eachersont hest udents'learningof
mat hematics.

4.
3Ref
lect
iononourdi
sci
pli
ne

Callswer emadef orcriti

calr efl
ectiononourdi sci
pli
ne.Oneanony mousappealwas
formor esel f
-cri
ti
cism andsci enti
ficmodest y:I
sresear
chdeliveri
ng,ori sitdrawing
awaygoodt eachersf r
om t eaching?Dowedor esear
chpr i
mar i
lyt ohelpi mprove
mat hemat i
cseducat ionort obet terunderstandphenomena?( cf.Pr oulx&Maheux,
2019)Thegener algistofther esponseswasasi ncerewishtobeofv aluetothewor l
d
andmat hematicseducat i
onmor especif
ical
lyandnotonlydo“researchf ort
hesakeof
research”( Zahra Gooy a,Iran) .Dav i
d Bower s(USA)expressed sev er
alrefl
ecti
on-
i
nv i
tingviewsaboutt henat ureofourdi scipl
ine,f
orexample:

–Wemustnor malize(andexpect )thef ulltakingupt hephi losophi calandt heor

etical
underpi
nningsofallofourwor k( evenwor kthatisnotconsi dered“ phi
losophical”
).
Notdoingsoleadst ouncri
ticalanalysisandi mplications.
–Wemustdev elopnormswher einitisconsi deredembar rassingt odo“ uncr
iti
cal”
research.–Thereisnosucht hingas“ neut r
al.
”Amongstot hert hings, thi
smeanst hat
weshoul dbecul t
ivati
ngnormst hatr ecogni zetheinher entpol iti
cal natur
eofal l
wor k,
andnor mst hat
acknowledgehowsuper fi
ciall
y“neut ral”wor ktendst oempowert he
oppressor.–Wemustr ecogni
zet heexi stenceofbutnotcat ert othef ragi
li
ty
ofprivi
lege.

Int ermsofwhati sst udied,somer espondent sf el

tt hatthemat hemat i
cseducat i
on
resear ch“ lit
erat
urehasbeenmov ingawayf rom theor igi
nalgoal sofmat hemat i
cs
educat i
on.Weseem t ohav ebeeni nv esti
gatingev erythi
ngbutt heact uallearningof
i
mpor tantmat hematicstopics.”(Ly nEngl ish,Aust r
ali
a)Int ermsoft henat ureofour
discipline,Tar oFuji
ta(UK)ar guedt hatourdi scipl
i
necanbechar act
erizedasadesi gn
science,wi thdesigningmat hemat icall earni
ngenv i
ronment sast hecor eofr esearch
activit
ies( cf.Witt
mann, 1995) .
At ensiont hatweobser vei ndi fferentv i
ewsi sthef oll
owi ng:Ont heonehand,
mat hemat icseducat i
onr esearchhasi tsor igi
ninhel pi
ngt eacherst eachpar ti
cul
ar
cont entbet t
er.Theneedf orsuchso- call
eddi dactical,t
opic-specifi
cr esearchi snot
lessi mpor tanttodaybutper hapsl essf ashionablef orfundingschemest hatpr omote
innov ative,ground-br
eakingresear ch.Ont he
Fut
uret
hemesofmat
hemat
icseducat
ionr
esear
ch:
ani
nter
nat
ional
sur
vey
..
.13

otherhand,ov
ertimei thasbecomecl earthatmathematicseducat
ioni
samul ti
-
facet
edsociocul
turalandpol
it
icalendeavorundert
hei nf
luenceofmanylocaland
globalpower s.I ti st heref orenotsur pr isingt hatt hef ieldofmat hemat icseducat ion
resear chhasexpandedsoast oincl udeani ncr easi ngl ywi descopeoft hemest hatar e
atst ake,suchast hemar ginal i
zat i
onofpar ticulargr oups.Wet heref orehi ghlightNi ral
Shah' s( USA)r esponset hat“ historical l
y ,t hesedomai nsofr esear ch[ cont ent-speci fi
c
vssoci o- pol i
tical ]hav ebeendecoupl ed.Thef ieldwoul dgetcl osert ounder standi ng
theexper iencesofmi nor i
tizedst udent si fwecoul dconnectt hesel i
nesofi nqui ry.”
Anot heri nt erest ingr ef lect i
vet hemewasr aisedbyNouzhaElYacoubi( Mor occo) :
Towhatext entcanwet ranspose“ resear chquest i
onsf rom dev elopedt odev elopi ng
count ries” ?Asmember soft hepl enar ypanelatPME2019( eg,Kazi ma,2019;Ki m,
2019; Li, 2019)conv ey edwel l,adopt ingi nt erv ent i
onst hatwer esuccessf ul inonepl ace
i
nanot herpl acei sf arf r
om t rivi
al (cf.Gor ar d, 2020) .
Juan L.Pi ñei ro( Spai ni n 2019,Chi l
ei n 2020)hi ghl i
ght ed t hat“ mat hemat ical
concept sandpr ocesseshav edi fferentnat ur es.Ther ef ore,cani tbechar act erized
usingt hesamet heor eti
calandmet hodol ogi calt ool s? ”Mor egener al l
y ,onemayaski f
ourt heor i
esandmet hodol ogies— of tenbor rowedf rom ot herdi sci plines—ar ewel l
suitedt ot heont ologyofourowndi sci pline.Adi scussi onst ar tedbyNi ss( 2019)ont he
nat ureofourdi sci pline,r espondedt obyBakker( 2019)andCaiandHwang( 2019) ,
seemswor thcont inui ng.
Ani mpor tantquest i
onr aisedi nsev er alcomment si showcl oser esear chshoul dbe
toexi stingcur ricul a.Oner espondent( Benj ami nRot t,Ger many )not edt hatr esear chon
probl em posi ngof tendoes“ notf itint oschool cur r
icul a.”Thi smakest heappl i
cat ionof
resear chi deasandf i
ndingspr obl emat ic.Howev er, onecoul dar guet hatr esear chneed
notal way sbet i
edt oexi st ing( local )educat ionalcont ext s.I tcanal sobei nspirat ional ,
seeki ngpr i
nci pl esofwhati spossi ble( andhow)wi thal onger -
ter mv iew onhow
curr i
culamaychangei nt hef uture.Oneopt ioni s,asSi monZel l(Ger many )suggest s,
tot estdesi gnst hatcov eral ongert imef ramet hant y picallydone.Anot herwayt o
bridget heset woext r
emesi s“ col labor at i
onbet weent eacher sandr esear cher si n
desi gning and publ i
shi ng r esear ch”( K.Subr amani am,I ndi a)as i s pr omot ed by
facili
tat i
ngt eacher st odoPhDr esear ch( Bakxetal .,2016) .
One oft he r espondi ng t eacher -r
esear cher s( Lonneke Boel s,t he Net herlands)
expr essedt hewi sht hatr esear chwoul dbecomeav ailabl e“ i
namor eaccessi blef orm. ”
Thiswi shr ai sest hemor egener alquest ionsofwhoser esponsi bilityi tist odosuch
translat ion wor kand how t o communi cat e wi t
h non- resear cher s.Do we need a
par ti
cul art ypeofcommuni cationr esear chwi thinmat hemat i
cseducat i
ont ol ear nhow
toconv eypar ticul arkeyi deasorsol i
df indi ngs?( cf.Boschetal .,2017)

4.
4Int
erdi
sci
pli
nar
it
yandt
ransdi
sci
pli
nar
it
y

Manyr espondentsment ioneddi scipl

ineswhi chmat hematicseducat i
onr esearchcan
l
ear nf rom orshoul dcollaboratewi th( cf.Suazo- Fl
oresetal .,2021).Exampl esar e
history,mat hemat i
cs,phi l
osophy ,psy chology,psy chometry,pedagogy ,educat ional
science,v al
ue educa t i
on ( social,emot ional),race t heory,ur ban educat i
on,
neur oscience/brainresearch,cogni ti
v escience,andcomput ersciencedi dactics.“A
bigchal l
engeher eishowt omakedi verseexper tsapproachandt al
ktooneanot heri n
apr oduct iv
eway .”(DavidGómez, Chile)
Oneoft hemostf r
equent l
yment i
oneddi sciplinesinrel
ati
ont oourf iel
di shistor y
.It
isacommoncompl aintin,forinstance, t
hehi storyofmedicinet hathistoriansaccuse
medi calexper tsofnotknowi nghi storicalresear chandthatmedi calexper tsaccuse
historiansofnot
14BakkerA.etal
.

underst
andingt
hemedicaldi
sci
pli
newel
lenough(
Beckers& Becker
s,2019)
.This
tensi
onr ai
sest
hequesti
onwhodoesandshoulddor esear
chintothehist
oryof
mat hemat icsorofmat hematicseducat ionandt owhatbr oaderpur pose.
Somer esponsesgobey ondinterdiscipl
inarit
y,becauser esolvingt hebi ggerissues
suchascl imatechangeandamor eequi t
ablesocietyrequi r
ecol labor at
ionwi thnon-
resear chers( tr
ansdisci
pli
narit
y).At ypicalexampl eist hei nvolvementofeducat i
onal
practiceandpol icywhenimpr ovingmat hemat icseducation( eg,Pot arietal.,
2019) .
Letusendt hissecti
onwi t
hawor dofhope, f
rom ananony mousr espondent :“Isti
l
l
believe( orhope? )t
hatthepandemi c,wi ththismaki ng-i
nequi t
ies-explici
t,woul dhelp
mat hemat ics educatorst ol ook at per si
stentand sy stemici nequalit
ies mor e
consist entlyint hecomi ngy ears.
”Hav inglearnedsomuchi nt hepasty earcould
i
ndeedpr ov i
deanoppor tunit
ytoest ablishamor eequi t
able“ newnor mal,”ratherthan
ar eversiont otheoldnor mal,whichoner evi
ewerwor riedabout .

5Thet
hemesi
nthei
rcoher
ence:
anar
ti
sti
cimpr
essi
on

Asdescr i
bedabov e, wei dent i
fiedei ghtt hemesofmat hemat i
cseducat i
onr esear chf or
the f ut ur e,whi ch we di scussed one byone.The di sadv ant age oft hisl ist-wise
discussi oni st hatt heent angl ementoft het hemesi sbackgr ounded.Tocompensat e
forthatdr awback,weher er enderabr i
efi nterpret ationoft hedr awi ngofFi g.1.Whi le
doingso,wei nv iter eader st ouset heirowncr eativei magi nat i
onandper hapsuset he
drawi ngf orot herpur poses( eg,askr esear cher s,st udent s,ort eacher s:Wher ewoul d
youl iket obei nt hisl andscape?Whatmat hemat icali deasdoy ouspot ?).Thedr awi ng
mai nlyf ocusesont het hemest hatemer gedf rom t hef i
rstr oundofr esponsesbutal so
hintsatexper iencesf rom t het imeoft hepandemi c, forinst ancedi stanceeducat ion.I n
Appendi x1,wespeci fymor eoft hedet ail
si nt hedr awi ngandwepr ov i
deal inkt oan
annot ated image (
av ail
abl e at https://www. fi
sme.
science. uu. nl/
t oepassi ngen/ 28937/ ).
Theboatont her iverai mst or epresentt eachi ngappr oaches.Thehanddr awi ngof
theboathi nt
satt hei mpor tanceofeducat ionaldesi gn:Apar ticul arappr oachi sbei ng
wor kedout .Ont heboat , at eacherandst udent swor kt oget hert owar deducat ionaland
societ algoal s,f urtherdown t he r iver.The gr aduat ion br i
dge i s an i ntermedi at e
educat ionalgoalt opass, af terwhi cht her ear emanypat hsl eadi ngt oot hergoal ssuch
ashi ghereducat i
on,ci ti
zenshi p,andwor ki nsoci ety.Rel ationst opr acticesout side
mat hemat icseducat ionar eal soshown.I nt hel eftbot tom cor ner ,thehouseand
parent swor ki
ngandpl ayingwi t
hchi l
drenr epr esentt hel inkofeducat ionwi tht he
homesi tuat i
onandl eisur eact i
v i
ty.
Thet eacher ,repr esent edbyt hecapt ainint hef oregr oundoft heshi p,isengagedi n
professi onaldev elopment ,consul tingabook,butal sol ear ningbydoi ng( cf .Bakkenes
etal .,2010,onexper iment ing,usi ngr esour ces,et c.).Apar tfrom gr aduat i
on,t her ear e
othert ypesofgoal sf ort eacher sandst udent salike, suchasequi ty, positi
v eaf fect ,and
fl
uentuseoft echnol ogy .Dur i
ngt heirj ourney( andpar ti
al l
yathome,showni nt hel eft
bottom cor ner),st udent sl ear nt oor ientt hemsel vesi nt hewor ldmat hemat i
cal ly( eg,
fractalt r ee,ellipt i
call ake,apar abol i
cmount ain,andv ariouspl at oni csol i
ds) .Ont heir
wayt owar dv ar iousgoal s,bot ht eacherandst udent susepar ticul art echnol ogy( eg,
compass,bi nocul ars,t abl et,lapt op) .Themagni fyinggl ass( repr esent ingr esear ch)
zoomsi nonal apt opscr eent hatpor tray sdi stanceeducat ion, hint ingatt heconsensus
thatt hepandemi cmagni fiessomei ssuest hateducat ionwasal readyf aci ng( eg,t he
digital div ide).
Fut
uret
hemesofmat
hemat
icseducat
ionr
esear
ch:
ani
nter
nat
ional
sur
vey
..
.15

Equi
ty,di
ver
sit
y,and inclusi
on arer epresented wi
ththe rai
nbow,ov erar
chi
ng
everyt
hing.On t
he boat,students aretreated equal
lyand the sai
l
ing pr
acti
ce i
s
i
nclusiv
ei nt
hesensethatal
lperform att
heirownl evel
—gett
ingthesupportt
heyneed
whi l
econt ribut ingmeani ngfullyt ot heshar edact iv i
ty.Thi sisatl eastwhatwer eadint o
theimage.Af f
ecti sv isiblei nv ariousway s.Fi rstofal l,theweat herr epresent smoods
i
ngener al(r ainyanddar ksi deont heleft;sunnybr ightsi deont her ight).Second,t he
i
ndi vidualst udent s( eg,i nt hecr ow' snest )ar ei nter ested i n,anxi ousabout ,and
attent i
v etot het hingscomi ngupdur i
ngt heirjour ney .Theyar emot ivatedt oengagei n
allkindsoft asks( handl ingt hesai l
s,playingagameofchancewi thadi e,st andi ng
guardi nt hecr ow' snest ,et c.).Ont hebridge,t hegr aduat es' pri
deandhappi nesshi nts
atposi tiveaf fectasaneducat i
onalgoalbutal sor epr esentst heexam par toft he
assessment .Theassessmental sohappensi nt ermsofchecksandf eedbackont he
boat.Thet wopeopl enextt ot hehouse( onewi thacamer a,onemeasur ing)canbe
seenasassessor sorr esear cher sobser vingandev al uat i
ngt hepr ogr essont heshi por
theshi p'
spr ogr ess.
Mor egener ally,thet hr eet y pesofboat si nt hedr awi ngr epr esentt hreedi ff
erent
spaces, whi chHannahAr endt( 1958)woul dchar act er izeaspr ivat e(paper -
fol dedboat
neart heboyandasmal ltoyboatnextt ot hegi r
lwi thherf atherathome) ,publ ic/
polit
ical( shi psatt hehor izon) ,andt hein-betweenspaceofeducat ion( theboatwi th
thet eacherandst udent s).Thest udentsandt eacheront heboati ll
ust r
ateschoolasa
speci alpedagogi cform.Masschel einandSi mons( 2019)ar guet hatt heanci entGr eek
i
deabehi ndschool( σχολή,schol è,freetime)i sthatst udent sshoul dal lbet reatedas
equalandshoul dallgetequaloppor tuni
ties.Atschool , t
heirdescentdoesnotmat ter.
Atschool , t
her ei st imet ost udy ,tomakemi stakes, wi thouthav i
ngt owor kf oral ivi
ng.
Atschool ,t hey l earnt o col l
abor ate wi t
h ot her sf rom di ver se backgr ounds,i n
prepar at i
onf orf uturel i
fei nt hepubl icspace.Onechal lengeoft hel ockdownsi t
uation
asaconsequenceoft hepandemi cishowt oor gani zet hisin-bet weenspacei naway
thatuphol dsi t
sspeci alpedagogi cf orm.

6Resear
chchal
l
enges

Basedont heeightthemesandconsi derat

ionsaboutmat hemat icseducati
onresearch
i
tsel
f,wef ormulateasetofr esearchchal l
engesthatstrikeusasdeser vi
ngf ur
ther
di
scussion(cf.Stephanetal.,2015) .Wedonoti ntendt osuggestt hesearemor e
i
mpor t
antthanot hersort
hatsomeot herthemesarel esswor thyofinvesti
gat
ion,nor
dowesuggestt hattheyent
ail
ar esearchagenda( cf
.English,2008).

6.
1Al
i
gni
ngnewgoal
s,cur
ri
cul
a,andt
eachi
ngappr
oaches

Thereseemst ober el
ativel
ylit
tleattenti
onwi t
hinmat hemat i
cseducat i
onr esear chfor
curri
cularissues,includingtopicssuchasl earninggoals,curri
culum standar ds, syl
labi,
l
earningpr ogressions,t ext
bookanal ysi
s,cur ri
cul
arcoher ence,andal i
gnmentwi th
othercurr
icula.Yetwef eelthatweasmat hemat icseducationresearchersshoul dcare
abouttheset opicsast heymaynotnecessar ilybecov eredbyot herdisciplines.For
example,judgingf rom Deng' s( 2018)compl ai
ntaboutt het rendsi nthedi sci pli
neof
curri
cul
um st udi
es, wecannotassumeschol arsi nthatfi
eldtoaddr essissuesspeci fi
c
tothemat hemat i
csf ocusedcur ri
culum ( eg,theJour nalofCur r
icul
um St udi esand
Curri
culum Inquiryhav epubl i
shedonl yal imitednumberofst udi
esonmat hemat ics
curri
cul
a).
16BakkerA.etal
.

Learninggoal
sfor
m animportantel
ementofcurr
iculaorstandar
ds.Iti
srel
ati
vely
easytof ormul
atei
mport
antgoalsingeneralter
ms( eg,cr
it
icalthi
nki
ngorproblem
solv
ing).Asaspeci
fi
cexample,consi
dermathemati
calprobl
em posing(Cai&Lei
kin,
2020) ,whichcur ri
cul um st andar dshav especi fical lypoi ntedoutasani mportant
educat i
onalgoal —dev eloping st udent s'pr oblem- posi ng ski ll
s.St udent s shoul d be
prov i
dedoppor t
unitiest ofor mul at etheirownpr obl emsbasedonsi tuations.Howev er ,
there ar ef ew pr obl em- posi ng act ivi
ties in cur rentmat hemat ics t ext books and
classr oom instruct i
on( Cai&Ji ang,2017) .Asi mi l
arobser v ationcanbemadeabout
probl em solv i
ngi nDut chpr imar yt extbooks( Kolov ouetal .,2009) .Hence,t hereisa
needf orresear chersandeducat orst oal i
gnpr obl em posi ngi ncur ri
cul um st andar ds,
textbooks, classr oom i nst r
uct i
on, andst udent s' l
ear ning.
Thechal l
engeweseef ormat hemat icseducat ionr esearcher sist ocol l
abor atewi th
schol ars f r
om ot her di sci pli
nes ( i
nterdisciplinar i
t y) and wi th non- r
esear cher s
(tr
ansdi scipli
nar i
ty)inf iguringouthowt hedesi redsoci et
alandeducat i
onalgoal scan
be shaped i n mat hemat ics educat i
on. Our di scipli
ne has dev eloped sev er al
met hodol ogicalappr oaches t hat may hel pi nf ormul ating l ear ning goal s and
accompany i
ngt eachingappr oaches( cf .VandenHeuv elPanhui zen,2005) ,incl
udi ng
epistemol ogicalanal yses( Sier pinska,1990) ,hi storicalanddidact icalphenomenol ogy
(Bakker& Gr avemei jer ,2006;Fr eudent hal,1986) ,andwor kplacest udi es( Bessot&
Ridgway ,2000;Hoy lesetal .
,2001) .Howev er,how shoul dt heout comesofsuch
resear ch appr oachesbewei ghed agai nsteach ot herand combi ned t of ormulat e
l
ear ninggoal sf orabal anced,coher entcur riculum?Whati st her ol eofmat hemat ics
educat i
onr esear chersi nr el ationt ot eacher s,pol i
cy maker s,andot herst akeholder s
(Potar ietal .
,2019) ?I nourdi sci pli
ne,weseem t ol ackar esear ch- informedwayof
arri
v i
ng att he f ormul at i
on ofsui table educat i
onalgoal s wi thoutov erl
oadi ng t he
curricula.

6.
2Resear
chi
ngmat
hemat
icseducat
ionacr
osscont
ext
s

Thoughmet hodol ogi cal

lyandt heor eticall
ychal l
engi ng,i ti sofgr eati mpor t
ancet o
studyl earni ngandt eachingmat hemat icsacr osscont exts.Af teral l,student sdonot
j
ustl earnatschool ;theycanal sopar tici
pat eini nf ormalset tings( Nemi rovskyetal .
,
2017) ,onlinef orums,oraf f
initynet wor ks(Itoetal .,2018)wher et heymayshar ef or
i
nstancemat hemat i
calmemes( Bi nietal .,2020) .Mor eov er,teacher sar enott heonl y
onest eachi ngmat hemat i
cs:Pr iv atet utors,friends, par ents, siblings, orot herrel atives
canal sobei nvol vedi nhel pingchi l
drenwi ththei rmat hemat i
cs.Mat hemat i
csl ear ning
couldal sobesi tuat edonst r eet sori nmuseums,homes,andot heri nformalset tings.
Thiswasal readyacknowl edgedbef ore2020, butt hepandemi chasscat teredl ear ners
andt eacher sawayf rom t het y picalcent r
alschooll ocat i
onsandt husshi ftedt he
dist
ributionofl abor .
I
npar ti
cul ar,phy sicalandv irtualspacesofl ear ninghav ebeenr econf iguredduet o
thepandemi c.Issuesoft i
mi ngal sowor kdiffer ent lyonl ine,f orexampl e,ifst udent s
can wat ch onl ine l ectures orv ideos whenev ert hey l ike ( asy nchr onousl y).Such
reconfigur ationsofspaceandt imeal sohav eanef fectont her hy t
hm ofeducat ionand
hence on peopl e's ener gy l ev els( cf.Lef ebv re,2004) .Mor e speci fi
cal l
y ,t he
reconfigur ationoft hesi tuationhasaf fectedmanyst udent s'lev elsofmot ivationand
concent ration( eg, Meet eretal ., 2020) .AsEngel brechtetal .(2020)acknowl edged, the
pandemi chasdr asticall
ychangedt het eachingandl ear ni
ngmodelasweknewi t.Itis
quitepossi blet hatsomeexi stingt heor i
esaboutt eachi ngandl earni ngnol ongerappl y
i
nt hesameway .Ani nterest ingquest i
oni swhet herandhow exi sti
ngt heor eti
cal
framewor kscan beadj usted orwhet hernew t heor et i
calor i
ent ationsneed t o be
developedt obet t
erunder standandpr omot epr oduct iveway sofbl endedoronl ine
teaching, acr osscont exts.
Fut
uret
hemesofmat
hemat
icseducat
ionr
esear
ch:
ani
nter
nat
ional
sur
vey
..176
. .
3Focusi
ng
t
eacherpr
ofessi
onal
dev
elopment

Prof essi onaldev elopmentoft eacher sandt eachereducat or sst andsoutf rom t he
surv eyasbei ngi nneedofser i
ousi nv est ment .Howcant eacher sbepr epar edf ort he
unpr edi ctable,bot hi nt ermsofbel i
ef sandact i
ons?Dur ingt hepandemi c,t eacher s
hav ebeenunderenor mouspr essur et omakequi ckdeci sionsi nr edesigni ngt hei r
cour ses,t ol earnt o use new t echnol og i calt ools,toi nv entcr eat i
ve way s of
assessment ,andt odowhatwaswi t
hi nt heircapaci tytopr ov ideoppor tuniti
est ot hei r
student sf orl earningmat hemat i
cs—ev eni ft echnol ogicalt ool swer el imited( eg,i f
student shadl ittl
eornocomput erori nt er netaccessathome) .Thepr essurer equi red
bothemot ional adaptionandi nst r
uctional adjust ment .Teacher squi ckl yneededt of ind
usef uli nformat ion,whi chr aisesquest ionsaboutt heaccessi bili
t yofr esear chi nsi ght s.
Givent henew si tuation,limi tedr esour ces,andt heuncer tainunf oldingofeducat ion
afterl ockdowns,f ocusi ngt eacherpr ofessi onaldev elopmentonnecessar yandusef ul
topicswi l
lneedmuchat t
ent i
on.I npar ticul ar,ther eisaneedf orl ongi tudinalst udi est o
i
nv est i
gat ehowt eacher s'lear ni
ngact ual lyaf fectst eachers' classr oom i nstruct ionand
student s'learning.
Int he sur veys,r espondent s mai nlyr ef er
r ed t o t eacher s as K- 12 school
mat hemat ics teacher s,butsome al so st ressed t he impor t
ance ofmat hemat ics
teachereducat ors( MTEs) .I n addi tion t o conduct i
ng r esear ch i n mat hemat ics
educat ion,MTEsar eact i
ngi nbot ht her oleoft eachereducat orsandofmat hemat ics
teacher s.Ther ehasbeen i ncr eased r esear ch on MTEsasr equi ri
ng pr of essi onal
dev elopment( Goos&Beswi ck,2021) .Wi thint hef i
eldofmat hemat icseducat i
on,
therei s an emer ging need and i nt er esti n how mat hemat ics t eachereducat ors
themsel ves lear n and dev elop.I nf act ,t he changi ng si tuat ion al so pr ov ides an
oppor t unityt oscr utinizeourhabi tualway soft hinkingandbecomeawar eofwhat
Julli
en( 2018)cal l
sthe“ un-thought ”:Whati si tthatweaseducat or sandr esear cher s
hav enotseenort houghtaboutsomuchaboutt hatt hesuddenr econf i
gur at i
onof
educat ionf orcesust or efl
ectupon?

6.
4Usi
ngl
ow-
techr
esour
ces

Par ti
cularst randsofr esear chf ocusoni nnov ati
vet oolsandt heirappl i
cat i
onsi n
educat ion,eveni ftheyar eatt het imet ooexpensi ve( event ool abori ntensiv e)touse
atl argescal e.Suchf uture- ori
ent edst udiescanbev er
yi nter estinggi vent herapid
adv ancesi ntechnol ogyandat t
ract i
vet of undingbodi esf ocusi ngoni nnov ation.Digital
technol ogyhasbecomeubi quit ous,bot hinschool sandi nev er ydayl if
e,andt herei s
alreadyasi gnifi
cantbodyofwor kcapi t al
izi
ngonaspect soft echnol ogyf orr esearch
andpr acti
ceinmat hemat icseducat ion.
Howev er,as Caietal .( 2020)i ndicated,t echnol ogyadv ancesso qui cklythat
addr essing resear ch probl ems maynotdepend so much on dev eloping a new
technol ogicalcapabi l
ityasonhel pi
ngr esear chersandpr acti
tioner sl earnaboutnew
technol ogiesandi magineef fecti
v eway st ouset hem.Mor eover ,givent hemi ll
i
onsof
student sinr uralar easwhodur ingt hepandemi chav eonl yhadaccesst ol ow-tech
resour cessuchaspodcast s,r adio,TV,andper hapsWhat sAppt hrought heirpar ents'
phones, wewoul dliketoseemor er esear chonwhatl earning, teachi ng, andassessi ng
mat hemat icst hroughl imitedt oolssuchasWhat sapporWeChatl ookl ikeandhow
theycanbei mpr oved.Inf act ,inChi na,aser iesofWeChat -
basedmi ni-
lessonshas
beendev elopedanddel iveredt hrought heWeChatv i
deof uncti
ondur ingt hepandemi c.
Even when t he pandemi ci s undercont r
ol,mi ni-l
essons ar e st i
lldev el
oped and
cir
cul atedt hroughWeChat .Wet her efor ethinki tisi mpor tantt ost udyt heuseand
i
nf l
uenceofl ow-techr esour cesi nmat hemat i
cseducat ion.
18BakkerA.etal
.6.
5St
ayi
ngi
ntouchonl
i
ne

Wi t
ht he maj ori
t yofst udentsl earning athome,a maj orongoi ng chal l
enge for
every onehasbeenhowt ostayi nt ouchwi t
heachot herandwi thmat hemat i
cs.With
l
esssoci alinteraction,wi thoutjointat tenti
oni nthesamephy sicalspaceandatt he
samet ime,andwi tht hecol l
ectiv
eonl ymedi atedbyt echnol ogy,becomi ngandst aying
mot ivatedtol earnhasbeenawi delyfeltchallenge.Itisgener all
yexpect edt hatinthe
higherl evel
sofeducat ion,mor ebl endedordi st
antlear ningelement swi llbebuil
tinto
educat ion.Car efulr esearchont heaf fecti
ve,embodi ed,andcol l
ect i
veaspect sof
l
ear ningandt eachi ngmat hemat icsi sr equir
edt oov er comeev ent
ual l
yt hedistance
andal i
enati
onsowi delyexperiencedi nonl ineeducat ion.Thatis,wenotonl yneedt o
rethinksociali nteractionsbet weenst udent sand/ort eacher sindifferentsetti
ngsbut
mustal sorethinkhowt oengageandmot i
vatestudentsi nonlinesettings.

6.
6St
udy
ingandi
mpr
ovi
ngequi
tywi
thoutper
pet
uat
ingi
nequal
i
ty

Sev eralcol l
eagueshav ewar ned,f oral ongt ime,t hatoner iskofst udyingachi eve
mentgaps,di fferencesbet weenmaj ori
tyandmi noritygr oups,andsof or
thcanal so
perpet uatei nequi t
y .Admi t
tedl y
,pi npointi
ng i nj
ustice and t he need t oi nvesti n
particularlesspr ivi
legedpar t
sofeducat ioni snecessar yt oredirectpol icymaker s'and
teacher s'att
ent i
onandgai nfundi ng.Howev er ,
howcanoner eorientr esourceswi t
hout
sti
gmat izi
ng?Forexampl e,Sv enssonetal .( 2014)poi ntedoutt hatr esear chf indings
can f uelpol iti
caldebat esaboutgr oupsofpeopl e( eg,par ent swi th a mi gr ation
backgr ound) ,whot henmayf eeli nsecureaboutt hei
rowncapaci t
ies.Achal lenget hat
we see i st oi dent i
fyand under stand pr oblemat ic situati
ons wi t
houtl egi t
imi zing
problemat i
cst ereotypi
ng( Hil
t,2015) .
Fur t
her more,t he f i
eld ofmat hemat i
cs educat ion r esearch does nothav ea
consi stentconcept ualizationofequi ty.Ther eal soseem t ober egionaldi f
f erences:I t
struckust hatequi tyist hemor ecommont ermi nt her esponsesf rom t heAmer icas,
wher easi nclusionanddi versi
tywer emor eof tenment ionedi ntheEur opeanr esponses.
Futur er esearchwi l
lneedt of ocusonbot ht heconcept uali
zationofequi tyandon
i
mpr ovingequi tyandr elatedv aluessuchasi nclusion.

6.
7Assessi
ngonl
i
ne

Akeychal lengei showt oassessonl ineandt odosomor eef f

ect i
vely.Thischal l
enge
i
sr elated to bothpr i
vacy,ethics,andper formancei ssues.I tiscl eart hatonl ine
assessmentmayhav esigni
fi
cantadv ant
agestoassessst udentmat hemat icsl ear
ning,
suchasmor ef lexi
bil
it
yintest-takingandf astscoring.Howev er,manyt eacher shav e
facedpr i
vacyconcer ns,andweal sohav ethei mpressiont hati nanonl ineenv i
r on
menti tisev enmor echall
engingt osuccessf ul
l
yassesswhatwev aluer atherthan
mer elyassessi ngwhati srelati
v elyeasyt oassess.I npar ti
cular,weneedt osy stem
ati
cal l
yi nvesti
gat eanypossi bleef f
ectofadmi ni
steri
ngassessment sonl i
neasr e
sear chershav ef oundadi fferent i
alef f
ectofonl i
neassessmentv ersuspaper -
and
penci lassessment( Backes&Cowan,2019) .Whatf urtherdeser vescar efulethical
attentioniswhathappenst olear ni
nganal yt
icsdatat hatcanandar ecoll
ect edwhen
student swor konl i
ne.
Fut
uret
hemesofmat
hemat
icseducat
ionr
esear
ch:
ani
nter
nat
ional
sur
vey
..196
. .
8Doi
ngand

publ
i
shi
ngi
nter
disci
pli
nar
yresear
ch
When anal y zi
ng t he r esponses,we wer e st ruckbya di screpancybet ween what
respondent s care aboutand whati st ypical l
yr esear ched and publ ished i n our
monodi sci
pl i
naryj our nals.Mostoft hechal l
engesment ionedi nt hissect i
onr equi re
i
nt erdisciplinaryorev ent ransdi sci plinaryappr oaches( seeal soBur khardt ,2019) .
Anov erarchingkeyquest i
oni s:Whatr oledoesmat hemat i
cseducat ionr esear ch
play i n addr essing t he bi ggerand mor e gener alchal l
enges ment i
oned by our
respondent s?Thei mpor tanceofi nterdiscipli
nar ityal sor aisesaquest i
onaboutt he
scopeofj our nalst hatf ocusonmat hemat icseducat i
onr esearch.Doweneedt o
broadent hescopeofmonodi scipl i
naryj ournal ssot hatt heycanpubl ishi mpor tant
resear cht hatcombi nesmat hemat icseducat i
onr esear chwi thanot herdi sciplinar y
per spect i
ve?Asedi tors, weseeapl acef orinter disciplinaryst udi
esasl ongast her eis
one st rong anchori n mat hemat ics educat ion r esear ch.I nfact ,ther e ar e many
resear cher swhodonoti dent if
yt hemsel vesasmat hemat i
cseducat ionr esearcher s
butwhoar ecur rent l
ydoi nghi gh- qualit
ywor kr elatedt omat hemat i
cseducat ioni n
fi
elds such as educat i
onalpsy chol ogyand t he cogni tive and l earning sci ences.
Encour agingt her epor ti
ngofhi gh- qualitymat hemat i
cseducat i
onr esear chf rom a
broaderspect r
um ofr esear chers woul d ser v et oi ncrease t he i mpactoft he
mat hemat icseducat ionr esear chj our nal
si nt hewi dereducat i
onalar ena.Thi s,i
nt ur n,
woul dser vet oencour agef urthercol laborationar oundmat hemat icseducat i
oni ssues
from v ar i
ousdi scipli
nes.Ul timat ely ,mat hemati cseducat i
onr esear chj ournalscoul d
actasahubf ori nterdisciplinar ycol l
aborationt oaddr esst hepressi ngquest i
onsof
howmat hemat i
csi slearnedandt aught .

7Concl
udi
ngr
emar
ks

Inthi spaper ,basedonasur v eyconduct edbef or

eanddur i
ngt hepandemi c,wehav e
exami nedhow schol ar sint hef ieldofmat hemat icseducat i
onv iew t hef utureof
mat hemat icseducat ionr esear ch.Ont heonehand, therear enomaj orsur prisesabout
thear easweneedt of ocusoni nt hef uture; thet hemesar enotnew.Ont heot herhand,
ther esponsesal soshow t hatt hear easwehav ehi ghl i
ght edst il
lper sistandneed
furtheri nv esti
gat i
on( cf.OECD,2020) .But ,t herear eaf ew ar eas,basedonbot ht he
responsesoft heschol arsandourowndi scussi onsandv iews,t hatst andoutas
requi ri
ngmor eat tent ion.Forexampl e,wehopet hatt hesesur veyr esultswi llser v eas
propel li
ng conv ersat i
on aboutmat hemat ics educat ion r esear ch r egar ding onl i
ne
assessmentandpedagogi cal consi derationsf orvirtual teachi ng.
Thesur veyr esul t
sar elimi tedi nt woway s.Thesetofr espondent st ot hesur veyi s
probabl ynotr epr esent ati
veofal lmat hemat icseducat ionr esear cher sint hewor l
d.I n
thatr egar d,per hapsschol arsi neachcount rycoul duset hesamesur veyquest i
onst o
surv eyr epr esentativesampl eswi thineachcount ryt ounder standhowt heschol arsi n
thatcount ryv iewf ut urer esear chwi thr espectt oregi onalneeds.Thesecondl imi tati
on
i
sr el atedt ot hef actt hatmat hemat icseducat ionisav er ycul turall
ydependentf i
eld.
Cultur aldifferencesi nt het eachi ngandl ear ningofmat hemat icsar ewel ldocument ed.
Givent hesmal lnumber sofr esponsesf rom somecont inent s,wedi dnotbr eakdown
theanal y
si sf orr egi onalcompar ison.Repr esent ativesampl esf rom each count ry
woul dhel pusseehowschol arsf r
om di fferentcount ri
esv iewr esear chinmat hemat ics
educat i
on;t heywi l
ladd anot herl ay erofi nsight s aboutmat hemat ics educat i
on
resear cht ocompl ementt her esul t
soft hesur veypr esent edher e.Nev erthel ess,we
sincer elyhopet hatt hef i
ndingsf rom t hesur v eyswi llser veasadi scussi onpoi ntf or
thef ieldofmat hemat icseducat iont opur suecont i
nuousi mpr ov ement .
20BakkerA.etal
.Appendi
x1:
Expl
anat
ionofFi
g.1
Wehav ediv
idedFig.1i n12rectanglescal
ledA1(bot
tom l
eft
)upt
oC4(
topr
ight
)to
expl
ainthedetai
ls(forimageannot ati
ongoto
htt
ps:
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isme.science.
uu.nl
/toepassi
ngen/
28937)
-Gher kin( London) dr awi ng
-NEMOsci encemuseum -St udent sint hecr ow' snest :
(Amst er dam)-Cubehouses interest ,att
ent ion, ant icipati
on,
4-Dar kcl ouds: Negat ive (Rotter dam) technol ogyuse
affect-Par abol amount ain -Hunder twasserwast e -Thepi cnicscener ef erst othe
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nciner ation( Vienna) videoPower sofTen( Eames&
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Pascal 'st ri
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Pi -Pl atoni csol ids f
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rwayi n -Br idgewi t hgr aduat eshappy
-Cl imber s: ambi tion, curiosi
ty soci ety wi t
ht heirdi plomas
Rainbow: equi ty
, diver sity, - S erie s ofp ri
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Bellcur vev olcano LizzyAnger ermadet his educat ion
Fut ur et hemesofmat hemat icseducat ionr esearch: aninternational sur vey .
..21
-Foot bal l(spher e) educat ion)
-Ri ppl esont hewat er -Magni fyi
nggl assr epr esents
connect ingt hehome resear chint oonl i
neandof f
li
ne
2-Fr act al tree learning-St udent si naci rcl
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scenewi tht het eaching
-Py thagor as' theor em at boat throwi ngdi ce( l
earni ngabout
thehousewal l -Ladywi thcamer aand pr obabi lit
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manmeasur ing, -Teacherwi thbook:
1Homeset ting: recor di ng, and professi onal sel f-
-Rodi n'st hinkersi tting discussi ng: researchand dev elopment
onhy per boloidst ool , assessment Thedr awinghand
ponder inghowt osav e repr esent sdesi gn
t heear t h (inspiredbyMC
School setting:
-Boydr awi ngt hef ract al Escher 's1948dr awi ng
-Chi ld'ssmal l t
oyboati nthe
tr
ee; mot herpr ov iding handsl i
thogr aph)
river-Lar gerboatwi thstudent s
suppor twi tht abl etshowi ng Sunf l
ower shi ntingatFi bonacci
andat eacher
fr
act al -Paper -foldedboat sequenceandFer mat '
sspiral
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psasscaf folds andcul ture/ art(eg, VanGogh)
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apt op( distance
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AcknowledgmentsWet hankAnnaSf ar
df orheradv i
ceont hesurvey,basedonherownsur vey
publi
shedinSfard(2005).Wearegrat
efulforStephenHwang' scar
efulcopyedit
ingforanear
li
erv
ersion
ofthemanuscr i
pt.ThanksalsotoEli
sabethAnger er,ElskedeWaal ,PaulErnest,Vil
maMesa,Michell
e
Stephan,Dav
idWagner ,andanonymousrev i
ewersf ortheirf
eedbackonear l
i
erdr aft
s.

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arat
ions

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hthegui
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inesoftheCodeofPubl
i
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hics(
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ethatt
her
evi
ewpr
ocessof
t
hisart
icl
ewasbli
ndedtotheauthor
s.

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