id: 06617740
dt: j
an: 2016e.00274
au: Brown, Tony; Solomon, Yvette; Williams, Julian
ti: Theory in and for mathematics education: in pursuit of a critical agenda.
so: Educ. Stud. Math. 92, No. 3, 287-297 (2016).
py: 2016
pu: Springer Netherlands, Dordrecht
la: EN
cc: D20
ut: theory in mathematics education
ci:
li: doi:10.1007/s10649-016-9706-7
ab: Summary: This special issue of Educational Studies in Mathematics,
developed from the Mathematics Education and Contemporary Theory (MECT)
conferences in Manchester, U.K., follows up an earlier double special
issue in Volume 80 (2012) of this journal, which comprised 18 papers
authored from a dozen countries. These efforts ‒ both in conference
and in print ‒ to develop theory in and for mathematics education
should be seen as part of our community’s collective effort to offer
mathematics education broader yet more rigorous “thinking tools”.
We argue in this introduction that in these times where ideology so
often defines “improvement” in preference to rigorous analysis,
this effort is more important than ever before. The selected papers
span two broad areas: theory is used to develop critical conceptual
frameworks for studies in mathematics education by Llewellyn, Nolan,
Barwell, Nardi, Pais; and philosophical dimensions of mathematical
learning are discussed by Ernest, Skovsmose, and Boylan.
rv: