Abstract
For a long time mathematics education tries hard to win recognition as an academic discipline. In related classroom research and curriculum development one can find not rarely theories and methods in use that are adapted from other (and well established) disciplines. However, in many cases these adaptations do not serve the researcher's goals, yet more, their effects can contradict the stated purposes. The article discusses a few fundamental problems related to empirical research in mathematics education (e.g. the role of the teachers in experimental/control groups), using as concretization a printed research report that is chosen deliberately (and made nameless, therefore).
Kurzreferat
Die Mathematikdidaktik bemüht sich seit langem um die Anerkennung als eine wissenschaftliche Disziplin. In ihrer speziellen Unterrichtsforschung und Lehrgagnsentwicklung führt dies nicht selten zur Übernahme von Theorien und Methoden aus anderen, anerkannten Disziplinen, die dem vorgegebenen Zweck nicht dienlich sind, ja ihm sogar entgegenwirken können. An einem beliebig gewählten (und daher anonymisierten) veröffentlichten Report zu einem Entwicklungsprojekt werden dazu einige Grundprobleme empirischen Arbeitens (z.B. die Rolle der Lehrer in den Experimental-/ Kontrollgruppen) konkretisiert und diskutiert.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bauersfeld, H. (1972): Einige Bemerkungen zum “Frankfurter Projekt” und zum “alef”-Programm.—In: E. Schwartz (Ed.), Materialien zum Mathematikunterricht in der Grundschule, Frankfurt/M.: Arbeitskreis Grundschule e.V., p. 237–246.
Brown, A. L.; Ellery, S.; Campione, J. C. (1998): Creating zones of proximal development electronically.—In: J. G. Greeno; S. V. Goldman (Eds.), Thinking Practices in Mathematics and Science Learning. Mahwah/NJ: Erlbaum, p. 341–367
Cobb, P.; Bowers, J. (1999): Cognitive and situated learning perspectives in theory and practice.—In: Educational Researcher 28(No. 3), p. 4–15
Delandshere, G.; Petrosky, A. R. (1998): Assessment of complex performances: Limitations of key measurement assumptions. —In: Educational Researcher 27(No. 2), p. 14–24
Deutscher Bildungsrat (1973): Zur Förderung schulnaher Curriculum-Entwicklung. Empfehlungen der Bildungskommission.— Bonn: Deutscher Bildungsrat
Deutscher Bildungsrat (1976): Curriculumentwicklung. Gutachten und Studien Band 59.—Stuttgart: Ernst Klett Verlag (particularly “Teil II: Innovationsstrategien”)
Koriat, A. (1998); Lllusions of knowing—The link between knowledge and metaknowledge.—In: V. Y. Yzerbyt; G. Lories; B. Dardenne (Eds.), Metacognition—Cognitive and Social Dimensions, London; Sage, p. 17–34
Lampert, M. (1998): Studying thinking, as a teaching practice. —In: J. G. Greeno; S. V. Goldman (Eds.) Thinking Practices in Mathematics and Science Learning, Mahwah/NJ: Erlbaum, p. 53–78.
Mazzoni, G. (1988): Metaknowledge and cognitivé neuropsychology —monitoring and control.—Hillsdale, NJ: Lawrence Erlbaum
Pogrow, S. (1998): What is an examplary program, and why should anyone care? A reaction to Slavin and Klein.—In: Educational Researcher 27/(No. 7), p. 22–29
Resnick, L. B. (1987): Education and learning to think.—Washington, D.C.: National Academy Press
Sierpinska, A.; Kilpatrick, J. (1998): Mathematical Education as a Research Domain: A Search for Identity.—Dordrecht: Kluwer
Slvain, R. E. (1997): Design competitions: A proposal for a new federal role in educational research and development.—In: Educational Researcher 26(No. 1), p. 22–28
Slavin, R. E. (1999): Rejoinder: Yes, control groups are essential in program evaluation. A response to Pogrow.—In: Educational Researcher 28(No. 3), p. 36–38
Sroufe, G. E. (1997): Improving the “awful reputation” of educational research.—In: Educational Researcher 26(No. 7), p. 26–28.
Steen, L. A. (1999): Theories that gyre and gimble in the wabe.— In: Journal for Research in Mathematics Education 30(No. 2), p. 235–241
Stevenson, H. W. (1998): A study of three cultures: Germany, Japan, and the United States—An overview of the TIMSS Case Study Project.—In: Phi Delta Kappan 79(No. 7), p. 524–529
Stigler, J. W.; J. Hiebert (1997): Understanding and improving classroom mathematics instruction—An overview of the TIMSS Video Study.—In: Phi Delta Kappan 79(No. 1), p. 14–21
Weinert, F. E. (1998): Psychologische Theoriebildung auf dem pädagogischen Prüfstand (Psychological theories under pedagogical scrutiny).—In: Zeitschrift für Pädagogische Psychologie 12(No. 4), p. 205–209
Weinert, F. E.; Kluwe, R. T. (1986): Metacognition, Motivation, and Understanding.—Hillsdale, NJ: Lawrence Erlbaum
Author information
Authors and Affiliations
Additional information
I would like to thank Jonathan Harrow for native speaker advice