Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/71
Title: 
Mathematics education research: Designing, implementing and concluding
Authors: 
Issue Date: 
2005
Citation: 
Edge, D. (2005). Mathematics education research: Designing, implementing and concluding. The Mathematics Educator, 9(1), 1-11.
Abstract: 
Mathematics education, as a field of study, comprises numerous and diverse research traditions including those of philosophy, sociology, psychology, history, and, of
course, mathematics. The nature of mathematics educational research, as a result, is therefore complex. What questions are asked and what constitutes "fact" are aspects of this research.
To study the appropriateness of questions and fact, Uprichard (1982) proposed a hierarchy of levels of educational research ranging from theory construction to validation. In this editorial and commentary, his levels in the context of current research initiatives such as action
research are revisited, with a view to determining characteristics required for appropriate matches between research methods and the nature of research questions posed.
URI: 
ISSN: 
0218-9100
Appears in Collections:Journal Articles

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