Document Type
Article
Publication Date
2015
Abstract
Mathematics education research over the past half century can be understood as operating in four distinct yet overlapping and simultaneously operating historical moments: the process–product moment (1970s–), the interpretivist–constructivist moment (1980s–), the social-turn moment (mid 1980s–), and the sociopolitical-turn moment (2000s–). Each moment embraces unique theoretical perspectives as it critiques or rejects others. And given that methodology is inextricably linked to theory, each moment calls forth not only different theoretical possibilities but also different methodological possibilities. In this article, the authors briefly discuss and critique the methodologies that are “traditionally” found in each moment and explore some of the methodological possibilities made available in the sociopolitical-turn moment. Specifically, the authors promote another way of thinking about and looking at methodology when research is framed with/in the sociopolitical hybrid of critical postmodern theory.
Recommended Citation
Stinson, D. W., & Bullock, E. C. (2015). Critical postmodern methodology in mathematics education research: Promoting another way of thinking and looking. Philosophy of Mathematics Education Journal [25th Anniversary Issue], 29, 1–18
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons
Comments
Originally published in:
Stinson, D. W., & Bullock, E. C. (2015). Critical postmodern methodology in mathematics education research: Promoting another way of thinking and looking. Philosophy of Mathematics Education Journal [25th Anniversary Issue], 29, 1–18.
http://people.exeter.ac.uk/PErnest/pome29/index.html