Document Type
Article
Publication Date
Summer 2020
Abstract
In this paper, I explore how mathematics education research is always already entangled with and in ontological, epistemological, and ethical considerations—that is, philosophical considerations—of the researcher (or research team) from beginning to end. The danger in too much of the existing mathematics education research, however, is limited acknowledgement of how philosophical considerations drive both knowledge production and knowledge dissemination in the field. Illustrating how the concepts ontology, epistemology, and ethics are made sense of across the research paradigm spectrum—predict, understand, emancipate, and deconstruct—sheds light on not only the possible divergences in approaches to research (mathematics education or otherwise) but also the interrelatedness of the concepts.
Recommended Citation
Stinson, D. W. (2020). Philosophical considerations always already entangled in mathematics education research [Special issue]. Mathematics Teaching–Research Journal, 12(2), 8–23. Retrieved from https://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2020/09/v12n2-Philosophical-considerations-always-already-entangled.pdf
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons
Comments
Originally published in Mathematics Teaching-Research Journal Online by the City University of New York http://www.hostos.cuny.edu/mtrj/.