Document Type
Conference Proceeding
Publication Date
2017
Abstract
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.
Recommended Citation
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
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons
Comments
Originally published in:
Stinson, D. W., & Walshaw, M. (2017). “Theory at the crossroads”: Mapping moments of mathematics education research onto paradigms of inquiry. In E. 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
(c) The Authors.