Measure Validation as a Research Methodology for Mathematics Education

2019 ◽  
pp. 40-62
Author(s):  
Erik Jacobson ◽  
Rebecca Borowski
Keyword(s):  
Mathematics Education ◽  
Research Methodology ◽  
Measure Validation

scholarly journals Engenharia didática como metodologia de pesquisa nos projetos publicados no EBRAPEM (2014-2016)Didactic engineering as a research methodology in projects published in EBRAPEM (2014-2016)

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Thiago Beirigo Lopes ◽  
Rute Cristina Domingos da Palma ◽  
Pedro Franco de Sá
Keyword(s):  
Mathematics Education ◽  
Research Methodology ◽  
Learning Difficulties ◽  
Postgraduate Students ◽  
De Se ◽  
Didactic Engineering ◽  
New Methodologies ◽  
The Way

Com o passar do tempo e aprofundamento em várias áreas de estudo, há a constante evolução no modo de se realizar pesquisa. Surgindo assim novas metodologias que visam ter perspectivas que não são possíveis utilizando metodologias já conhecidas. É nesse contexto que é situada a Engenharia Didática. Nesse contexto que surge a questão norteadora da investigação realizada: Quais as características das pesquisas apresentadas no Encontro Brasileiro de Estudantes de Pós-Graduação em Educação Matemática (EBRAPEM) que fazem utilização da Engenharia Didática como metodologia? Diante disto, neste trabalho é apresentado os resultados de uma pesquisa que objetivou investigar as características dos trabalhos de pesquisas que utilizaram a Engenharia Didática como metodologia de pesquisa levando em consideração os objetivos das pesquisas que fazem seu uso e classificando-as em Dificuldades de aprendizagem ou Propostas didáticas, este último em com ou sem utilização de instrumento auxiliar. As informações foram produzidas por meio de um levantamento dos trabalhos do EBRAPEM, no período de 2014 a 2016. A análise dos dados indicou um panorama quantitativo sobre a utilização da Engenharia Didática como metodologia e qualitativo sobre com quais finalidades se estuda fazendo o uso dessa metodologia. With the passage of time and deepening in several areas of study, there is the constant evolution in the way to conduct research. Thus emerging new methodologies that aim to present perspectives not yet allowed by previously known methodologies. It is in this context that the Didactic Engineering is located. The principles of this research methodology generate the guiding question of the research carried out: What are the characteristics of the researches presented at the Brazilian Meeting of Postgraduate Students in Mathematics Education (EBRAPEM) that make use of Didactic Engineering as a methodology? In this paper, we present the results of a research that aimed to investigate the characteristics of the research works that used Didactic Engineering as a research methodology taking into account the objectives of the research that make use of it and classifying it as Learning difficulties or Didactic proposals, the latter with or without the use of an auxiliary instrument. The information was produced by means of a survey of the works of EBRAPEM, from 2014 to 2016. The analysis of the data indicated a quantitative panorama on the use of Didactic Engineering as methodology and qualitative about what purposes is studied making use of this methodology.

scholarly journals Metodologia de Pesquisa Fenomenológica em Educação Matemática: A Rede de SignificaçãoPhenomenological Research Methodology in Mathematics Education: The Network of Meanings

2021 ◽  
Vol 22 (3) ◽  
pp. 84-104
Author(s):  
Verilda Speridião Kluth
Keyword(s):  
Mathematics Education ◽  
Research Methodology ◽  
Lived Experiences ◽  
Phenomenological Research ◽  
Raw Material ◽  
La Red ◽  
The Relationship ◽  
Language Network

ResumoEste artigo tem o propósito de esclarecer os vínculos da corrente filosófica Fenomenologia com a metodologia de pesquisa fenomenológica - a Rede de Significação, que perpassa princípios fenomenológicos e a elaboração de um pensar sobre a ciência da linguagem, apresentando um modo de compreendê-la ao inspirar-se em pensamentos merleau-pontyanos e na aplicação destes em contextos de pesquisa que tomam depoimentos como sua matéria-prima, ou seja, como o pré-reflexivo da pesquisa. Com os exemplos de pesquisa já concluídas na região de inquérito da Educação Matemática que utilizaram a metodologia apresentada, pretende-se mostrar o alcance e abrangência do método para essa área. O texto trata ainda de alguns aspectos do relacionamento do fazer do pesquisador com o método em questão. E consagra o método como uma hermenêutica fenomenológica de vivências, via linguagem, ao buscar compreensões que põem à mostra o sentido do fenômeno pesquisado.Palavras-chave: Fenomenologia; Linguagem, Rede de Significação, Pesquisa em Educação Matemática.AbstractThis article aims to clarify the bonds between the philosophical current, Phenomenology, and the phenomenological research methodology - the Network of Meanings, which crisscrosses the phenomenological principles, the elaboration of a thinking about the science of language, presenting a way of assuming it inspired by Merleau-Pontyan thoughts and applying them in research contexts that take testimonies as their raw material, i.e., as a pre-reflective action of the research. With the research examples already completed in the mathematics education inquiry region that used the methodology presented, we intend to show the scope of the method for this area. The text also deals with some aspects of the relationship between the researcher's doing and the method at stake, which is recognised as a phenomenological hermeneutic of lived experiences through language when searching for understandings that show the meaning of the phenomenon researched.Keywords: Phenomenology; Language, Network of Meanings, Research in Mathematics EducationResumenEste artículo tiene como objetivo esclarecer los vínculos de la corriente filosófica Fenomenología con la metodología de investigación fenomenológica - la Red de Significación, que recorre principios fenomenológicos, la elaboración de un pensamiento sobre la ciencia del lenguaje, presentando una forma de comprenderla inspirándose en los pensamientos de Merleau-Ponty y aplicándolos en contextos de investigación que toman los testimonios como materia prima, es decir, como prerreflexión de la investigación. Con los ejemplos de investigación ya concluidos en la región de estudios de la Educación Matemática que utilizó la metodología presentada, se pretende mostrar el alcance del método para esta área. El texto también trata algunos aspectos de la relación del quehacer del investigador con el método en cuestión. Y consagra el método como hermenéutica fenomenológica de vivencias a través del lenguaje, al buscar entendimientos que muestren el sentido del fenómeno investigado.Palabras clave: Fenomenología; Lenguaje, Red de Significación, Investigación en Educación Matemática

scholarly journals Implementassi Pendekatan Realistic Mathematics Education (RME) di Sekolah Dasar

2021 ◽  
Vol 5 (2) ◽  
pp. 741-748
Author(s):  
Fadiah Elwijaya ◽  
Mardiah Harun ◽  
Yullys Helsa
Keyword(s):  
Elementary Schools ◽  
Mathematics Education ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Research Methodology ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Research Subject ◽  
Realistic Mathematics ◽  
Study Results

This study aims to analyze the application of Realistic Mathematics Education (RME) on fractions topic in elementary schools. The method used is a systematic literature review. The sample consisted of 32 primary studies on the effect of RME on Mathematics learning on fractions, which were drawn from all related studies. The study results were taken from indexed journals published in the 2016-2020 period. The key question in this research is how to describe the effect of RME on fraction material in elementary schools in terms of the study year, study level, research subject, research methodology, and research results. Through the systematic literature review method it was found that there had been an increase in research during the last 5 years. based on the level of study, research research in the higher class is more dominant, based on the duration of the majority. The research was conducted in elementary schools, and based on the number of samples, the research was conducted in classes with 20-30 subjects or more. Based on the results of the study, it was obtained data that there was an increase in still learning fraction topic using the RME approach.

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