Mathematics education research embracing arts and sciences.

Autor/in	Presmeg, Norma
Titel	Mathematics education research embracing arts and sciences.
Quelle	In: ZDM : mathematics education, 41 (2009) 1-2, S. 131-141 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-008-0136-6
Schlagwörter	Unterrichtsforschung; Mathematik; Mathematikunterricht; Wissenschaftstheorie
Abstract	As a young field in its own right (unlike the ancient discipline of mathematics), mathematics education research has been eclectic in drawing upon the established knowledge bases and methodologies of other fields. Psychology served as an early model for a paradigm that valorized psychometric research, largely based in the theoretical frameworks of cognitive science. More recently, with the recognition of the need for sociocultural theories, because mathematics is generally learned in social groups, sociology and anthropology have contributed to methodologies that gradually moved away from psychometrics towards qualitative methods that sought a deeper understanding of issues involved. The emergent perspective struck a balance between research on individual learning (including learners' beliefs and affect) and the dynamics of classroom mathematical practices. Now, as the field matures, the value of both quantitative and qualitative methods is acknowledged, and these are frequently combined in research that uses mixed methods, sometimes taking the form of design experiments or multi-tiered teaching experiments. Creativity and rigor are required in all mathematics education research, thus it is argued in this paper, using examples, that characteristics of both the arts and the sciences are implicated in this work.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/2