Combining and coordinating theoretical perspectives in mathematics education research

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Combining and coordinating theoretical perspectives in mathematics education research

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Publication Conference Paper, peer reviewed
Title Combining and coordinating theoretical perspectives in mathematics education research
Author(s) Wedege, Tine
Date 2010
English abstract
The author presents and discusses general issues related to combining and coordinating different theoretical perspectives and approaches in ongoing work on people’s affective and social relationships with mathematics. The discussion is based on two concrete examples: Coordination of a sociological perspective (habitus) with an anthropological perspective (situated learning) in combination with a theoretical gender perspective on the analyses of qualitative data. The ambition of the paper is to bring a terminological clarification of differences between “perspective” and “approach” into the work on networking strategies for connecting theories.
Link http://www.inrp.fr/publications/edition-electronique/cerme6/cerme6.pdf (external link to publication)
Publisher INSTITUT NATIONAL DE RECHERCHE PÉDAGOGIQUE,
Host/Issue Proceedings of the Sixth Conference of European Research in Mathematics Education (CERME6)
ISBN 978-2-7342-1190-7
Pages 1665-1674
Language eng (iso)
Subject(s) theory
connecting
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Research Subject Categories::MATHEMATICS
Note Sixth Conference of European Research in Mathematics Education (CERME6), in Lyon (France) January 28 to February 1, 2009.
Handle http://hdl.handle.net/2043/9397 (link to this page)
Link http://cerme6.univ-lyon1.fr/ (external link to related web page)

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