Title

Diversity in Methodology: Different Possibilities for Data Collection, Analysis, and Representation

Authors

David W. Stinson, Georgia State UniversityFollow
Erika C. BullockFollow

Document Type

Article

Publication Date

2013

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. Moreover, because methodology is inextricably linked to theory, each moment calls forth unique methodological perspectives. Using exemplars of research articles from each moment, the authors illustrate how each moment provides different possibilities for data collection, analysis, and representation.

Comments

This article was originally published in: M. Martinez & A. Castro Superfine (Eds.), Proceedings of the35^th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education . Chicago, IL: University of Illinois at Chicago.

The version of record is available here with the permission of the authors.

Recommended Citation

Stinson, D. W., & Bullock, E. C. (2013). Diversity in methodology: Different possibilities for data collection, analysis, and representation. In M. Martinez & A. Castro Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1256–1259). Chicago, IL: University of Illinois at Chicago.