Document Type
Conference Proceeding
Publication Date
2017
Abstract
Using (post) qualitative methodology located within a critical postmodern theoretical frame, I will examine the intersection(s) and borders of the field of mathematics education and the posts (post-structural, new materialist, post-humanist, post-qualitative). The “field” in this research will be considered a fluid space that shifts and responds as “new” research is brought into it. The research questions that guide this study are: 1. What are the taken for granted, expectations and norms of these spaces? 2. How are post theories being used/taken up within mathematics education? 3. How are the borders and boundaries of the field of mathematics education shifting in response to these theories and methodologies?
Recommended Citation
Cannon, S. O. (2017). Theory in mathematics education: Intra-action and (re)configuration. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1444). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons
Comments
Published in:
Cannon, S. O. (2017). Theory in mathematics education: Intra-action and (re)configuration. In E. Galindo & J. Newton (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1444). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.