WGA 8: Research, Practice and Theory of Mathematics Education

Deborah Loewenberg Ball, Ruhama Even, Chris Breen, Lyn English, Luciano Meira, Toshikazu Ikeda and Nobuhiko Nohda

A chapter in Proceedings of the Ninth International Congress on Mathematical Education, 2004, pp 258-263 from Springer

Abstract: Conclusions Our discussions of the plenary lectures, and of the short presentations, as well as our continued probing of the group’s core questions led to a greater appreciation of the following: 1. Some contemporary researchers are designing projects that aim to develop both knowledge and practice. This is different from developing theory and then “putting it into practice.” 2. Many of these projects involve researchers, mathematicians, and teachers working together. These can serve to providere sources for others to learn to build such bridges among key communities, as a means for improving the work. 3. Multiple perspectives on practice can help to illuminate aspects of teaching and learning that are often invisible to researchers and practitioners working alone. One approach is to use multiple perspectives in complement with one another. 4. Disciplines that can contribute to mathematics education research include psychology, sociology, history, political science, economics. 5. Mathematics has a special role to play in developing ideas, tools, and, lenses for mathematics education research, (e.g., Dörfler’s mathematicology) 6. Working to develop relations among theory, research, and practicewill require ongoing concerted effort and learning. We can use ICMI, PME, and other professional organizations to create opportunities and support for such development.

Keywords: Mathematics Education; Prospective Teacher; Multiple Perspective; Mathematics Curriculum; Mathematics Education Research (search for similar items in EconPapers)
Date: 2004
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DOI: 10.1007/1-4020-7910-9_65

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