Titlebook: Mathematics Education as a Research Domain: A Search for Identity; An ICMI Study Book 1 Anna Sierpinska,Jeremy Kilpatrick Book 19981st edit

certitude

下船

斜谷

Transforming the International Mathematics Education Research Agenda and methodologies associated with their work (see, e.g., Biehler, Scholz, Str??er & Winkelmann 1994; Kilpatrick 1992, 1993; Mason, present volume; Secada, Fennema & Adajian 1995; Sierpinska 1993; Skovsmose 1994a, 1994b).

增減字母法

秘密會(huì)議

Models in Mathematics Education Research: A Broader View of Research Resultsosals two categories of research reports: empirical and theoretical. But the separation between empirical and theoretical work in mathematics education research may, in fact, be a false one — especially with respect to models. At the least, the dividing line between the two is blurring.

松果

Mathematics Education as a ‘Design Science’er scale despite the contributions by Burscheid (1983), Bigalke (1985) and Winter (1986). So the time is overdue for redefining the basic orientation for research; therefore, Bauersfeld’s talk could hardly have been more appropriate.

SPALL

排斥

Towards a Cognitive Theory of Practiceoncern mathematics or mathematics education alone, but all human activities. To do this, we also need some practice of theory, or theorizing. And we need examples, since theory without examples is usually incomprehensible.

狂熱文化

hematics in their future lives. That task is very difficult, however. Refocusing curricula on funda- mental concepts, producing new teaching materials, and designing teaching units based on ‘mathematicians‘ common sense‘ (or on logic) have not resulted in a better understanding of mathematics by mor

Admonish

What is Mathematics Education? A Survey of Mathematics Educators in Canada sense of the identity of this professional community. The results presented here are mainly those concerning the views about mathematics education. The remaining results are discussed in Mura (1995a, 1995b).