In this essay, traveling through the past half-century, the authors illustrate how mathematics education research shifted, theoretical, beyond its psychological and mathematical roots. Mapping four historical moments of mathematics education research onto broader paradigms of inquiry, the authors make a case for the field to take up a theoretical “identity” that refutes closure and keeps the possibilities of mathematics teaching and learning open to multiple and uncertain interpretations and analyses.
Galindo & J. Newton (Eds.), Proceedings of the39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1407–1414). Hoosier Association of Mathematics Teachers Educators: Indianapolis, IN. Retrieved from https://www.conf.purdue.edu/landing_pages/pme-na/docs/PMENA39_2017_Proceedings.pdf