The practices of mathematics education doctoral students

Auteurs

  • John Monaghan University of Agder, Norway, University of Leeds, UK

DOI :

https://doi.org/10.23925/10.23925/1983-3156.2019v21i4p053-062

Mots-clés :

practices, mathematics education, doctoral student

Résumé

This paper looks at the practices (or praxeologies) of mathematics education doctoral students and their supervisors from the perspectives of activity theory and the anthropological theory of the didactic. The paper examines three ways to view mathematics education research before discussing : research methods and methodologies ; the debate on qualitative and quantitative research ; and implications for the supervision of doctoral students.

Este artículo observa las prácticas (o praxeologías) de estudiantes de doctorado en Educación Matemática y sus directores desde las perspectivas de la Teoría de la Actividad y de la Teoría Antropológica de lo Didáctico. El artículo examina tres modos de ver la investigación en Educación Matemática previa a la discusión: métodos de investigación y metodologías, el debate entre investigación cualitativa y cuantitativa y las implicaciones para la dirección de estudiantes de doctorado.

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Biographie de l'auteur

John Monaghan, University of Agder, Norway, University of Leeds, UK

University of Agder, Norway, University of Leeds, UK

Références

Artigue, M., Bosch, M. & Gascón, J. (2011). Research praxeologies and networking theories. Paper presented at CERME 7: Working Group 16, Different theoretical perspectives and approaches in research in mathematics education. Available at http://www.cerme7. univ.rzeszow.plWG/16/CERME7_WG16_Artigue.pdf

Chevallard, Y. (1999). L’analyse des pratiques enseignantes en théorie anthropologique du didactique. Recherches en Didactique des Mathématique, 19(2), 221–266.

Chevallard, Y. (2005). Steps towards a new epistemology in mathematics education. In M. Bosch (Ed.), Proceedings of the 4th Congress of the European Society for Research in Mathematics Education (pp. 21–30). Barcelona: Universitat Ramon Llull.

Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Available at http://lchc.ucsd.edu/mca/Paper/Engestrom/Learning-by-Expanding.pdf

Kilpatrick, J. (1992). A history of research in mathematics education. PP.__ in D. A Grouws,. (Ed.). Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics. Macmillan Publishing Co, Inc.

Lerman, S. (2000). The social turn in mathematics education research. Multiple perspectives on mathematics teaching and learning, 19-44.

National Mathematics Advisory Panel (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.

Vygotsky, L. S. (1978). Mind in Society. Harvard University Press. Cambridge, MA.

Radford, L. (2008). Connecting theories in mathematics education: Challenges and possibilities, ZDM, 40, 317-327.

Winsløw, C., Matheron, Yves & Mercier A. (2013). Study and research courses as an epistemological model for didactics. Educational Studies in Mathematics 83, no. 2, 267-284.

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Publiée

2019-06-11

Comment citer

MONAGHAN, J. The practices of mathematics education doctoral students. Educação Matemática Pesquisa, São Paulo, v. 21, n. 4, 2019. DOI: 10.23925/10.23925/1983-3156.2019v21i4p053-062. Disponível em: https://revistas.pucsp.br/index.php/emp/article/view/42539. Acesso em: 25 nov. 2024.

Numéro

Vol. 21 No 4 (2019): El paradigma del cuestionamiento del mundo en la investigación y en la enseñanza

Rubrique

Finalizada -El paradigma del cuestionamiento del mundo en la investigación y en la enseñanza - 2019

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