Effect sizes, epistemological issues, and identity of mathematics education research: a commentary on editorial 102(1)
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In the last editorial (Bakker et al., 2019), various editors of journals in mathematics education research address some issues related to effect sizes in quantitative studies for mathematics education and their usually accompanying analyses and meta-analyses. These issues appear timely, as discussions on effect sizes are becoming overtly present in our field, but also, and in some places mainly, in the discourse of various practitioners in school milieus.
Being acquainted with this kind of work as commentators (Proulx, 2017, 2019), we take notice of the relevance of the points raised by the editors. In this, we saw an opportunity to step back even further and raise some issues of importance about our entire research field. In essence, we felt that in addition to the technical, methodological, and empirical questions raised by the editors in their 12 points, there were a number of epistemological matters worth underlining in order to stimulate and engage fruitful...
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