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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dc.contributor.author Wedege, Tine
dc.date.accessioned 2010-06-23T09:28:01Z
dc.date.available 2010-06-23T09:28:01Z
dc.date.issued 2010
dc.identifier.issn 1104-2176 en
dc.identifier.uri http://hdl.handle.net/2043/10330
dc.description.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. en
dc.format.extent 20
dc.language.iso eng en
dc.subject quality en
dc.subject research en
dc.subject theory en
dc.subject.classification Humanities/Social Sciences en
dc.title Connecting theories in mathematics education: From bricolage og professionalism en
dc.type Article, peer reviewed scientific en
dc.contributor.department Malmö University. School of Teacher Education
dc.contributor.department Malmö University. Natural Science, Mathematics and Society (NMS)
dc.subject.srsc Research Subject Categories::SOCIAL SCIENCES en
dc.subject.srsc Research Subject Categories::MATHEMATICS en
dc.relation.ispartofpublication Nordisk matematikkdidaktikk;1 en
dc.relation.ispartofpublicationvolume 15 en
dc.format.ePage 78
dc.format.sPage 59
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