Research in Mathematics Education: Multiple Methods for Multiple Uses

Autor/inn/en	Battista, Michael; Smith, Margaret S.; Boerst, Timothy; Sutton, John; Confrey, Jere; White, Dorothy; Knuth, Eric; Quander, Judith
Titel	Research in Mathematics Education: Multiple Methods for Multiple Uses
Quelle	In: Journal for Research in Mathematics Education, 40 (2009) 3, S.216-240 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Stellungnahme; Scientific Research; Mathematics Education; Research Methodology; Mathematics Achievement; Educational Research; Experiments; Statistical Analysis; Field Studies; Laboratories; Schemata (Cognition); Qualitative Research; Trend Analysis; Construct Validity; Error Patterns + Suchen Sie Ihr Suchwort? Mathematische Bildung; Research method; Forschungsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungsforschung; Pädagogische Forschung; Erprobung; Statistische Analyse; Praxisforschung; Laboratory; Laboratorium; Cognition; Schema; Kognition; Qualitative Forschung; Trendanalyse; Fehlertyp
Abstract	Recent federal education policies and reports have generated considerable debate about the meaning, methods, and goals of "scientific research" in mathematics education. Concentrating on the critical problem of determining which educational programs and practices reliably improve students' mathematics achievement, these policies and reports focus almost exclusively on experimental/quasi-experimental research. Partly because of this focus, but partly because of adherence to a particular underlying philosophy, these policies and reports advocate an extremely narrow view of "scientific" research. This view excludes many high-quality research methods and a majority of extant mathematics education research studies that can and should be used in efforts to guide and improve mathematics education. In this article, the authors argue that there are numerous rigorous scientific research methods beyond experiments/quasi-experiments, and they illustrate how different types of research are needed for different constituencies and purposes in mathematics education. (Contains 4 figures, 1 table and 9 footnotes.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10