Abstract
Despite widespread calls for evidence-based research in education, this strategy has heretofore generated a surprisingly small return on the related financial investment. Some scholars have suggested that the situation follows from a mismatch between education as an assumed field of study and applied empirical research methods. This article’s analysis of evidence-based recommendations in mathematics education is based on a critique that evidence-based research recommendations for classroom practice simply advance analytic claims that are conceptually connected to the particular practice under investigation.
Rśumé
En dépit d’appels généralisés pour que la recherche en enseignement soit fondée sur les preuves, cette stratégie a jusqu’à présent rapporté étonnamment peu sur le plandes investissements financiers. Certains chercheurs sont d’avis que cette situation provient d’une disparité entre l’enseignement comme champ d’études et les méthodes de recherche empirique appliquées. L’analyse des recommandations fondées sur les preuves en enseignement des mathématiques présentée dans cet article se base sur une critique selon laquelle ces recommandations pour la pratique en classe ne font que promouvoir les thèses analytiques qui sont conceptuellement liées à la pratique particulière faisant objet d’investigation.
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Hyslop-Margison, E., Rogers, M. & Oladi, S. Education Research as Analytic Claims: The Case of Mathematics. Can. J. Sci. Math. Techn. Educ. 17, 145–151 (2017). https://doi.org/10.1080/14926156.2017.1327623
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DOI: https://doi.org/10.1080/14926156.2017.1327623