Staking Claims
DOI:
https://doi.org/10.7146/nomad.v3i4.146188Abstract
The field of mathematics education has both scholarly and professional aspects. On the scholarly side, the question of what counts as research is still being debated. An examination of two proposed sets of criteria for evaluating the quality of research in mathematics education reveals that, interpreted appropriately, criteria borrowed from the natural and social sciences are relevant to a field that is attempting to be scientific. On the professional side, mathematics education must inevitably be concerned with the application of specialized knowledge to assist the students and teachers who are its clients. Teacher education remains a major function of mathematics education, parallel to the search for reliable knowledge to be applied. University mathematics educators need to work closely with mathematicians and with classroom teachers in developing both theory and practice. Mathematics education has flourished in countries in which institutional structures have supported it as an identifiable academic field.
References
Balacheff, N., Howson, A. G., Sfard, A., Steinbring, H., Kilpatrick, J., & Sierpinska, A. (1993). What is research in mathematics education, and what are its results? L'Enseignement Mathématique, 39, 179-186.
Bauersfeld, H. (1979). Research related to the learning process. In H.-G. Steiner & B. Christiansen (Eds.), New trends in mathematics teaching (Vol. 4, pp. 199-213). Paris: Unesco.
Freudenthal, H. (1991). Revisiting mathematics education: China lectures (Mathematics Education Library, Vol. 9). Dordrecht: Kluwer.
Kilpatrick, J. (1992). A history of research in mathematics education. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 3-38). New York: Macmillan.
Kilpatrick, J. (1993). Beyond face value: Assessing research in mathematics education. In G. Nissen & M. Blomhøj (Eds.), Criteria for scientific quality and relevance in the didactics of mathematics (pp. 15-34). Roskilde, Denmark: Roskilde University, IMFUFA.
Kilpatrick, J. (1994). Vingt ans de didactique franchise depuis les USA [Twenty years of French didactics viewed from the USA]. In M. Artigue, R. Gras, C. Laborde, & P. Tavignot (Eds.), Vingt ans de didactique des mathématiques en France: Hommage à Guy Brousseau et Gérard Vergnaud (pp. 84-96). Grenoble: La Pensée Sauvage.
Kilpatrick, J., & Johansson, B. (1993). Standardized mathematics testing in Sweden: The legacy of Frits Wigforss. Nordic Studies in Mathematics Education, 2(1), 6-30.
Kvale, S. (1993). Ten standard responses to qualitative research interviews. In G. Nissen & M. Blomhøj (Eds.), Criteria for scientific quality and relevance in the didactics of mathematics (pp. 167-200). Roskilde, Denmark: Roskilde University, IMFUFA.
Lester, F. Jr., & Lambdin, D. V. (1994). The Ship of Theseus and other metaphors for deciding what we value in mathematics education research. Manuscript submitted for publication, University of Indiana.
Nesher, P., & Kilpatrick, J. (Eds.). (1990). Mathematics and cognition: A research synthesis by the International Group for the Psychology of Mathematics Education. Cambridge, U.K.: Cambridge University Press. https://doi.org/10.1017/CBO9781139013499
Salomon, G. (1991). Transcending the qualitative-quantitative debate: The analytic and systemic approaches to educational research. Educational Researcher, 20(6), 10-18. https://doi.org/10.2307/1176899
Schubring, G. (1983). Comparative study of the development of mathematics education as a professional discipline in different countries: General trend report. In M. Zweng, T. Green, J. Kilpatrick, H. Pollak, & M. Suydam (Eds.), Proceedings of the Fourth International Congress on Mathematical Education (pp. 482-484). Boston: Birkhäuser.
Sierpinska, A. (1993). Criteria for scientific quality and relevance in the didactics of mathematics. In G. Nissen & M. Blomhøj (Eds.), Criteria for scientific quality and relevance in the didactics of mathematics (pp. 35-74). Roskilde, Denmark: Roskilde University, IMFUFA.
Silver, E. A., & Kilpatrick, J. (1994). E pluribus unum: Challenges of diversity in the future of mathematics education research. Journal for Research in Mathematics Education, 25, 734-754. https://doi.org/10.2307/749583
Stanic, G. M. A., & Kilpatrick, J. (1992). Mathematics curriculum reform in the United States: A historical perspective. International Journal of Educational Research, 5, 407- 417.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
