Networking of Theories as a Research Practice in Mathematics Education
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Beschreibung
How can we deal with the diversity of theories in mathematics education? This was the main question that led the authors of this book to found the Networking Theories Group. Starting from the shared assumption that the existence of different theories is a resource for mathematics education research, the authors have explored the possibilities of interactions between theories, such as contrasting, coordinating, and locally integrating them.
The book explains and illustrates what it means to network theories; it presents networking as a challenging but fruitful research practice and shows how the Group dealt with this challenge considering five theoretical approaches, namely the approach of Action, Production, and Communication (APC), the Theory of Didactical Situations (TDS), the Anthropological Theory of the Didactic (ATD), the approach of Abstraction in Context (AiC), and the Theory of Interest-Dense Situations (IDS).
A synthetic presentation of each theory andtheir connections shows how the activity of networking generates questions at the theoretical, methodological and practical levels and how the work on these questions leads to both theoretical and practical progress.
The core of the book consists of four new networking case studies which illustrate what exactly can be gained by this approach and what kind of difficulties might arise.
How can we deal with the diversity of theories in mathematics education? This was the main question that led the authors of this book to found the Networking Theories Group. Starting from the shared assumption that the existence of different theories is a resource for mathematics education research, the authors have explored the possibilities of interactions between theories, such as contrasting, coordinating, and locally integrating them.
The book explains and illustrates what it means to network theories; it presents networking as a challenging but fruitful research practice and shows how the Group dealt with this challenge considering five theoretical approaches, namely the approach of Action, Production, and Communication (APC), the Theory of Didactical Situations (TDS), the Anthropological Theory of the Didactic (ATD), the approach of Abstraction in Context (AiC), and the Theory of Interest-Dense Situations (IDS).
A synthetic presentation of each theory and their connections shows how the activity of networking generates questions at the theoretical, methodological and practical levels and how the work on these questions leads to both theoretical and practical progress. The core of the book consists of four new networking case studies which illustrate what exactly can be gained by this approach and what kind of difficulties might arise.
First volume to empirically connect various didactical theories through five different theoretical lenses Presents networking as a research practice in four comprehensible case studies Offers reflection on networking practices from different perspectives With critical comments from Kenneth Ruthven and Luis Radford Unique collaboration between internationally renowned specialist in the field
Autor*in
Angelika Bikner-Ahsbahs
Themen in »Networking of Theories as a Research Practice in Mathematics Education«
Abstraction in Context (AiC) Action, Production and Communication Theory (APC) Anthropological Theory of the Didactic (ATD) Connecting math education theories Diversity of didactical theories in math education Epistemic processes in mathematics education Interest Dense Situation Theory (IDS) Networking as research practice Networking theories in mathematics education Semiotic resources in the classroom Social interactions in mathematics classes Theory of Didactical Situations (TDS) Topaze effect
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“The Networking Theories Group has produced a highly commendable book for anyone interested in theories in mathematics education. … for those with an open mind and willingness to make this effort, a lot could be learned. … this book is a forerunner for more such work, not only on networking but also on the emergence of new theories or development of existing ones.” (Arthur Bakker, Educational Studies in Mathematics, Vol. 93, 2016)
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