Connecting theories in mathematics education: From bricolage og professionalism

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Connecting theories in mathematics education: From bricolage og professionalism

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Publication Article, peer reviewed scientific
Title Connecting theories in mathematics education: From bricolage og professionalism
Author(s) Wedege, Tine
Date 2010
English abstract
Connecting theories is a normal activity in the practice of mathematics education researchers and the theories come from within the field of mathematics education (“home-brewed” theories) or from outside (psychological, sociological, anthropological; philosophical, linguistic etc. theories). Thus, the researcher needs methods and strategies for connecting theories; e.g. comparing/contrasting and integrating/synthesizing. I argue that a meta-language is also needed in order to move from bricolage to professionalism in the work of theory connection. Drawing on Radford’s morphology of theories as triplets of principles, methodologies and research questions, I suggest a set of quality criteria for research papers and reports which focuses on the explicitness in reporting theory connection.
Host/Issue Nordisk matematikkdidaktikk;1
Nordic Studies in Mathematics Education;1
Volume 15
ISSN 1104-2176
Pages 59-78
Language eng (iso)
Subject(s) quality
research
theory
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Research Subject Categories::MATHEMATICS
Handle http://hdl.handle.net/2043/10330 (link to this page)

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