Transitioning into Contemporary Theory: Critical Postmodern Theory in Mathematics Education Research
Overview & Synopsis
In this theoretical paper, the authors provide an overview of mathematics education as a research domain, identifying and briefly discussing four transitions or historical moments in mathematics education research. Using the "Instructional Triangle" as a point of reference for the dynamics of mathematics instruction, they illustrate how mathematics education researchers working in different moments explore different questions and use different theoretical perspectives. The authors then provide brief summaries of critical theory and postmodern theory, and suggest critical postmodern theory (CPT) as a hybrid theory that offers new possibilities for conceptualizing and conducting mathematics education research. [For the complete proceedings, see ED584829.]
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Document Information
| Document Title | Transitioning into Contemporary Theory: Critical Postmodern Theory in Mathematics Education Research |
|---|---|
| Author / Organization | Stinson, David W., Bullock, Erika C. |
| Subject & Discipline | Mathematics Education, Critical Theory, Educational Research |
| Categories | Education & Pedagogy |
| Publication Year | 2012 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-296621 |
| Original Source Link | Visit Source Page on eric.ed.gov » |