Alternative Theoretical Frameworks for Mathematics Education Research

Theory Meets Data

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects, Teaching, Teaching Methods
Cover of the book Alternative Theoretical Frameworks for Mathematics Education Research by Elizabeth de Freitas, Margaret Walshaw, Springer International Publishing
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Author: Elizabeth de Freitas, Margaret Walshaw ISBN: 9783319339610
Publisher: Springer International Publishing Publication: August 31, 2016
Imprint: Springer Language: English
Author: Elizabeth de Freitas, Margaret Walshaw
ISBN: 9783319339610
Publisher: Springer International Publishing
Publication: August 31, 2016
Imprint: Springer
Language: English

This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples.   

We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.

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This book explicates some of the fundamental philosophical tenets underpinning key theoretical frameworks, and demonstrates how these tenets inform particular kinds of research practice in mathematics education research. We believe that a deep understanding of significant theories from the humanities and social sciences is crucial for doing high-quality research in education. For that reason, this book focuses on six key theoretical sources, unpacking their relevance and application to specific research examples.   

We situate these key theorists within a larger framework pertaining to the history of thought more generally, and discuss how competing theories of teaching and learning differ in terms of their philosophical assumptions. In so doing, we offer context and motivation for particular research methods, with the agenda of helping researchers reflect on why particular approaches and not others might work for them.

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