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Full-Text Articles in Education
Theory, Ethics And Equity In Intra-Action In Mathematics Education: Looking Forward, Looking Back, Susan Ophelia Cannon
Theory, Ethics And Equity In Intra-Action In Mathematics Education: Looking Forward, Looking Back, Susan Ophelia Cannon
Middle and Secondary Education Faculty Publications
This paper considers the intra-actions between poststructural theories and mathematics education over the last 40 years and considers how these theories have resulted in different ways to think students, teachers, and knowledge production. I argue that thinking in intra-action with various and different theories can allow us to ask different questions and radically rethink school mathematics.
Theory In Mathematics Education: Intra-Action And (Re)Configuration, Susan Ophelia Cannon
Theory In Mathematics Education: Intra-Action And (Re)Configuration, Susan Ophelia Cannon
Middle and Secondary Education Faculty Publications
Using (post) qualitative methodology located within a critical postmodern theoretical frame, I will examine the intersection(s) and borders of the field of mathematics education and the posts (post-structural, new materialist, post-humanist, post-qualitative). The “field” in this research will be considered a fluid space that shifts and responds as “new” research is brought into it. The research questions that guide this study are: 1. What are the taken for granted, expectations and norms of these spaces? 2. How are post theories being used/taken up within mathematics education? 3. How are the borders and boundaries of the field of mathematics education shifting …
“Theory At The Crossroads”: Mapping Moments Of Mathematics Education Research Onto Paradigms Of Inquiry, David W. Stinson, Margaret Walshaw
“Theory At The Crossroads”: Mapping Moments Of Mathematics Education Research Onto Paradigms Of Inquiry, David W. Stinson, Margaret Walshaw
Middle and Secondary Education Faculty Publications
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.
Questions Of Truth: Ethical And Moral Wanderings In Middle Grades Mathematics Classrooms And Research, Susan Ophelia Cannon, Stephanie Behm Cross
Questions Of Truth: Ethical And Moral Wanderings In Middle Grades Mathematics Classrooms And Research, Susan Ophelia Cannon, Stephanie Behm Cross
Middle and Secondary Education Faculty Publications
This paper describes two researchers engagement with two teachers as they taught a middle grades mathematics course, Current Events Math, in a large urban school district. The researchers share bits of data and their ethical entanglements as they entered into the site to find the truth about what works in middle grades mathematics classrooms only to realize that truth cannot be found through research. They then grappled with the question of the purpose of research and their roles as researchers in the school and the academy.
Critical Postmodern Methodology In Mathematics Education Research: Promoting Another Way Of Thinking And Looking, David W. Stinson, Erika C. Bullock
Critical Postmodern Methodology In Mathematics Education Research: Promoting Another Way Of Thinking And Looking, David W. Stinson, Erika C. Bullock
Middle and Secondary Education Faculty Publications
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 …