The very multi-faceted nature of mathematics education research

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

The purpose of this paper is to discuss a phenomenon that has evolved in mathematics education research journal articles during the last three decades, namely the ‘ideal-typical’ research paper. By not reflecting today’s multi-faceted reality of the field, the ideal-typical research paper represents a far too narrow and rigid understanding of mathematics education research. The paper offers an explanation of this development, suggesting that it is detrimental to a field which is far from having found a universal, agreed-upon theoretical underpinning. It argues that we have to take measures to prevent our field from prematurely congealing into insufficient research paradigms.
OriginalsprogEngelsk
TidsskriftFor the Learning of Mathematics
Vol/bind39
Udgave nummer2
Sider (fra-til)2-7
Antal sider6
ISSN0228-0671
StatusUdgivet - jul. 2019

Citer dette

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The very multi-faceted nature of mathematics education research. / Niss, Mogens Allan.

I: For the Learning of Mathematics, Bind 39, Nr. 2, 07.2019, s. 2-7.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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AB - The purpose of this paper is to discuss a phenomenon that has evolved in mathematics education research journal articles during the last three decades, namely the ‘ideal-typical’ research paper. By not reflecting today’s multi-faceted reality of the field, the ideal-typical research paper represents a far too narrow and rigid understanding of mathematics education research. The paper offers an explanation of this development, suggesting that it is detrimental to a field which is far from having found a universal, agreed-upon theoretical underpinning. It argues that we have to take measures to prevent our field from prematurely congealing into insufficient research paradigms.

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