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Implications of competing interpretations of practice for research and theory in mathematics education

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Abstract

In this paper we explore the issue of interdependency of theory and research findings in the context of research on the practice of mathematics teaching and learning at school. We exemplify how analyses of a lesson by using two different theoretical perspectives lead to different interpretations and understandings of the same lesson, and discuss the implications of competing interpretations of practice for research and theory in mathematics education.

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Authors and Affiliations

  1. Department of Science Teaching, Weizmann Institute of Science, Rehovot, 76100, Israel

    Ruhama Even

  2. School of Education, The Hebrew University, Jerusalem, 91904, Israel

    Baruch B. Schwarz

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  1. Ruhama Even
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  2. Baruch B. Schwarz
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Even, R., Schwarz, B.B. Implications of competing interpretations of practice for research and theory in mathematics education. Educational Studies in Mathematics 54, 283–313 (2003). https://doi.org/10.1023/B:EDUC.0000006166.50134.7a

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  • DOI: https://doi.org/10.1023/B:EDUC.0000006166.50134.7a

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