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This volume documents a range of qualitative research approaches
emerged within mathematics education over the last three decades,
whilst at the same time revealing their underlying methodologies.
Continuing the discussion as begun in the two 2003 ZDM issues
dedicated to qualitative empirical methods, this book presents a
state of the art overview on qualitative research in mathematics
education and beyond. The unique two-part structure of the chapters
allows the reader to use the book as an actual guide for the
selection of an appropriate methodology, on a basis of both
theoretical depth and practical implications. The methods and
examples illustrate how different methodologies come to life when
applied to a specific question in a specific context. Many of the
methodologies described are also applicable outside mathematics
education, but the examples provided are chosen so as to situate
the approach in a mathematical context.
This survey provides an overview of German meta-discourse on
theories and mathematics education as a scientific discipline, from
the 1970s to the 1990s. Two theory strands are offered: a semiotic
view related to Peirce and Wittgenstein (presented by Willibald
Doerfler), and the theory of learning activity by Joachim Lompscher
(presented by Regina Bruder and Oliver Schmitt). By networking the
two theoretical approaches in a case study of learning fractions,
it clarifies the nature of the two theories, how they can be
related to inform practice and renew TME-issues for mathematics
education as a scientific discipline. Hans-Georg Steiner initiated
the first of five international conferences on Theories of
Mathematics Education (TME) to advance the founding of mathematics
education as a scientific discipline, and subsequently German
researchers have continued to focus on TME topics but within
various theory strands.
This volume documents a range of qualitative research approaches
emerged within mathematics education over the last three decades,
whilst at the same time revealing their underlying methodologies.
Continuing the discussion as begun in the two 2003 ZDM issues
dedicated to qualitative empirical methods, this book presents
astate of the art overview on qualitative research in mathematics
education and beyond. The structure of the book allows the reader
to use it as an actual guide for the selection of an appropriate
methodology, on a basis of both theoretical depth and practical
implications. The methods and examples illustrate how different
methodologies come to life when applied to a specific question in a
specific context. Many of the methodologies described are also
applicable outside mathematics education, but the examples provided
are chosen so as to situate the approach in a mathematical context.
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