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Commentary on Theories of mathematics education: Is plurality a problem?
Linköping University, Department of Mathematics. Linköping University, The Institute of Technology. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-3681-3535
Luleå tekniska universitet.
2010 (English)In: Theories of Mathematics Education: Seeking New Frontiers / [ed] B. Sriraman, B. & L. English, New York: Springer , 2010, 111-120 p.Chapter in book (Other academic)
Abstract [en]

The chapter by Steve Lerman provides a powerful analysis that helps to make sense of the changing nature of the discourse in mathematics education as a research domain, of its knowledge structure and of the positions of researchers in relation to intellectual traditions ‘outside’ the field as well as in relation to changing pedagogic modes. The reading invited us to expand on the conceptualisation of knowledge structures and discourses in mathematics education as a research domain.

Place, publisher, year, edition, pages
New York: Springer , 2010. 111-120 p.
Series
Advances in Mathematics Education, 1
Keyword [en]
mathematics education, theory, knowledge structure
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-54174ISBN: 978-3-642-00741-5 (print)OAI: oai:DiVA.org:liu-54174DiVA: diva2:300628
Available from: 2010-02-26 Created: 2010-02-26 Last updated: 2016-11-30Bibliographically approved

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Bergsten, Christer

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