History of Science, Epistemology and Mathematics Education Research

2016 ◽  
pp. 155-189
Author(s):  
Renaud Chorlay ◽  
Cécile de Hosson
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
History Of Science ◽  
Mathematics Education Research ◽  
History Of ◽  
And Mathematics ◽  
Science Epistemology

Radical Constructivism and Mathematics Education

1994 ◽  
Vol 25 (6) ◽  
pp. 711-733 ◽  
Author(s):  
Leslie P. Steffe ◽  
Thomas Kieren
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Cognitive Development ◽  
Mathematics Education Research ◽  
School Mathematics ◽  
Reform Movement ◽  
Radical Constructivism ◽  
Mathematics Educators ◽  
And Mathematics ◽  
Research In Mathematics Education

Our intention in this article is to provide an interpretation of the influence of constructivist thought on mathematics educators starting around 1960 and proceeding on up to the present time. First, we indicate how the initial influence of constructivist thought stemmed mainly from Piaget's cognitive-development psychology rather than from his epistemology. In this, we point to what in retrospect appears to be inevitable distortions in the interpretations of Piaget 's psychology due primarily to its interpretation in the framework of Cartesian epistemology. Second, we identify a preconstructivist revolution in research in mathematics education beginning in 1970 and proceeding on up to 1980. There were two subperiods in this decade separated by Ernst von Glasersfeld's presentation of radical constructivism to the Jean Piaget Society in Philadelphia in 1975. Third, we mark the beginning of the constructivist revolution in mathematics education research by the publication of two important papers in the JRME (Richards & von Glasersfeld, 1980; von Glasersfeld, 1981). Fourth, we indicate how the constructivist revolution in mathematics education research served as a period of preparation for the reform movement that is currently underway in school mathematics.

Narrativas como Fontes Históricas Constituídas como Elementos Essenciais para Compreensão da História da Educação Matemática

2018 ◽  
Vol 19 (3) ◽  
pp. 283
Author(s):  
Kátia Guerchi Gonzales
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Oral History ◽  
History Of Mathematics ◽  
Mathematics Education Research ◽  
Historical Sources ◽  
History Of Mathematics Education ◽  
History Of ◽  
Common Group ◽  
The Way

Este trabalho tem como objetivo refletir sobre a potencialidade do estudo de narrativas produzidas, intencionalmente, como fontes históricas para proporcionar a tessitura de compreensões sobre a História da Educação Matemática, bem como propiciar a partir dos elementos destacados outras possíveis investigações. Para isso, lança-se mão de depoimentos distintos constituídos por meio da História Oral. Ressaltam-se os procedimentos da História Oral com o intuito de explicitar o modo com que foram constituídas as narrativas utilizadas neste estudo e orientam, pela seguinte questão: ao ler as narrativas de trabalhos e de pesquisadores distintos, com perguntas e temas também distintos, mas pertencentes a um grupo comum e com uma metodologia em comum, o que se pode aprender sobre a História da Educação Matemática? A partir dessa indagação, apresentam-se vários elementos temáticos, destacados ,em uma análise hermenêutica. Ao final desta investigação se observa que mesmo criadas por outros pesquisadores, as narrativas além de serem potenciais para conhecer sobre a História da Educação Matemática, são também, fontes ricas e diversificadas para futuras pesquisas e objeto de trabalho valioso para futuros pesquisadores.Palavras-chave: História Oral. História da Educação Matemática. Fontes de Pesquisa.AbstractThis paper aims to reflect on the potential of the study of narratives produced intentionally as historical sources on a given theme - to provide the understanding of the History of Mathematics Education, as well as to provide, from the highlighted elements, other possible investigations. Thus, distinctive testimonies were used constituted through Oral History. It was highlighed the oral history procedures with the purpose of explaining the way in which the narratives used in this study were constituted and guided by the following question: When reading the narratives of works and of different researchers, with questions and also different themes, but belonging to a common group and with a common methodology, what can we learn about the History of Mathematics Education? From this question, i several thematic elements are presented, highlighted by us, in a hermeneutical analysis. At the end of our investigation it was observed that narratives, even when created by other researchers, can have potential to discovery more about the History of Mathematics Education and are also rich and diversified sources for future researches, therefore a valuable object of work for researchers.Keywords: Oral History. History of Mathematics Education. Research Sources.

Intersectional Analysis in Critical Mathematics Education Research: A Response to Figure Hiding

2018 ◽  
Vol 42 (1) ◽  
pp. 122-145 ◽  
Author(s):  
Erika C. Bullock
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Intersectional Analysis ◽  
The Social ◽  
Critical Mathematics ◽  
And Mathematics ◽  
Modes Of Thought ◽  
Critical Mathematics Education

In this chapter, I use figure hiding as a metaphor representing the processes of exclusion and suppression that critical mathematics education (CME) seeks to address. Figure hiding renders identities and modes of thought in mathematics education and mathematics education research invisible. CME has a commitment to addressing figure hiding by making visible what has been obscured and bringing to the center what has been marginalized. While the tentacles of CME research address different analytical domains, much of this work can be connected to the social isms that plague our world (e.g., sexism, racism, heterosexism, colonialism, capitalism, ableism, militarism, nationalism, religious sectarianism). However, the trend in CME research is to address these isms in silos, which does not reflect the compounded forms of oppression that many experience. I review CME studies that employ intersectionality as a way of analyzing the complexities of oppression. Intersectionality’s limited use in CME research has been for identity-based analyses. I offer intersectional analysis as a strategy to extend intersectionality’s power beyond identity toward more systemic analyses.

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