Positioning in Mathematics Education: Revelations on an Imported Theory

Autor/inn/en	Herbel-Eisenmann, Beth A.; Wagner, David; Johnson, Kate R.; Suh, Heejoo; Figueras, Hanna
Titel	Positioning in Mathematics Education: Revelations on an Imported Theory
Quelle	In: Educational Studies in Mathematics, 89 (2015) 2, S.185-204 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-014-9588-5
Schlagwörter	Mathematics Education; Theories; Educational Research; Story Telling; Time; Relationship + Suchen Sie Ihr Suchwort? Mathematische Bildung; Theory; Theorie; Bildungsforschung; Pädagogische Forschung; Zeit; Wechselbeziehung
Abstract	We develop theory within the field of mathematics education based on analysis of an imported theory--positioning theory--and the way it is used in the field. After summarizing positioning theory, we identify some conceptual fuzziness, particularly in core terms "positioning" and "storyline." We offer Lemke's idea of timescales as a way to refine the theory. We then use the refined theory to analyze strong examples from mathematics education literature as a source of insight into how this theory is being and could be used in the field. We identify the need to be clear about scale in describing positioning and storyline, to recognize that multiple storylines and positionings are at play in any interaction, to be specific about the role of communication acts in development of positioning and storyline, and to differentiate among different kinds of positioning. We claim that attention to these issues will help researchers recognize narratives and relationships at play that may be outside their expectation and also underpin stronger warranted claims. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01