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Theorising in mathematics education research: differences in mode and quality
Luleå tekniska universitet.
Linköpings universitet, Matematiska institutionen, Tillämpad matematik. Linköpings universitet, Tekniska högskolan.ORCID-id: 0000-0002-3681-3535
2010 (engelsk)Inngår i: Nordisk matematikkdidaktikk, ISSN 1104-2176, ISSN 1104-2176, Vol. 15, nr 1, s. 25-52Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In mathematics education research reports, we find a bewildering array of ”theories”, ”theoretical models” or ”theoretical frameworks”. The key notions and principles as well as the intellectual roots of these constructions are made more or less explicit, and the relations of theoretical entities to the empirical field under study are established in different ways. These differences imply discrepancies in quality. In this contribution we touch upon some of these issues. We attempt to show that an investigation of the relations between key concepts might help to read and evaluate theoretical underpinnings of research studies, and we argue that not all constructions that are labelled ”theoretical” meet the criteria we consider essential for productive theorising. We also allude to different modes of engaging with empirical material and different ways in which theories are used in research studies. The main part of our discussion is limited to examples of ”home-grown” theorising. The examples we have chosen to illustrate our points necessarily represent a biased selection.

sted, utgiver, år, opplag, sider
2010. Vol. 15, nr 1, s. 25-52
Emneord [en]
mathematics education, theory, quality
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-56785OAI: oai:DiVA.org:liu-56785DiVA, id: diva2:322226
Tilgjengelig fra: 2010-06-04 Laget: 2010-06-04 Sist oppdatert: 2017-12-12

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