Critical postmodern theory in mathematics education research: a praxis of uncertainty

Stinson, David W.; Bullock, Erika C.

doi:10.1007/s10649-012-9386-x

Cited by 57 publications

(29 citation statements)

References 43 publications

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“…For confidentiality and anonymity the school and participants were given pseudonyms. In stimulating the debate the Free Attitude Interview (FAI) (Buskens, 2011) was followed, so as to ensure that participants were central to the study and their voices heard, rather than being seen as objects to be manipulated and controlled in a setting removed from the real world of their lived experiences (McGregor & Murnane, 2008Stinson & Bullock, 2012.…”

Section: Methodology and Designmentioning

confidence: 99%

The Use of Morabara Game to Concretise the Teaching of the Mathematical Content

Moloi¹

2014

MJSS

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Section: Methodology and Designmentioning

confidence: 99%

The Use of Morabara Game to Concretise the Teaching of the Mathematical Content

Moloi¹

2014

MJSS

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“…The subfield urban mathematics education (Martin & Larnell, 2013; Tate, 2008), along with social and sociopolitical turns in mathematics education research (Stinson & Bullock, 2012), bring increasing attention to issues of (in)equity and (in)justice in K-12 mathematics education. Urban mathematics education research aims to both understand and offer possibilities for transforming mathematics education for greater equity (Gutstein et al, 2005; Martin & Larnell, 2013).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Counting the Experiences and Beliefs of Secondary Teachers Striving to Teach Mathematics for Social Justice in Urban Schools

Raygoza

2016

Urban Education

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This article contributes a deeper understanding of teachers’ experiences with and beliefs about teaching mathematics for social justice in urban schools. In-depth, phenomenological interviews were conducted with a national sample of 15 secondary mathematics teachers from eight cities across the United States. Findings identify five overarching commitments of social justice mathematics teachers, the barriers they face, and what they envision for the future of urban mathematics education. Drawing on critical pedagogical theory, this study uncovers how social justice mathematics teachers have on-the-ground experiences and perspectives that can help us build upon Freire’s notion of education for liberation.

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“…These paradigms represent broad camps within which many schools of thought and subtle variations flourish. These paradigms also indicate decisive shifts and historical moments of mathematics education research, including the process-product moment (with its aim of predicting phenomena), the interpretivist-constructivist moment (with its aim of understanding phenomena), the social-turn moment (with its aim of understanding the situatedness of phenomena), and the socio-political-turn moment (with its aim of emancipation and deconstruction) (Stinson and Bullock 2012).…”

Section: Delineating Major Paradigms That Underpin Mathematics Educatmentioning

confidence: 99%

If We Want to Get Ahead, We Should Transcend Dualisms and Foster Paradigm Pluralism

Scheiner

2019

ICME-13 Monographs

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In this chapter, I argue for the importance of transcending dualisms and using multi-paradigm perspectives when examining phenomena and issues in mathematics education. I begin by exploring the philosophical bases-ontological, epistemological, axiological, and methodological-underlying three major paradigms in mathematics education research: the modernist (post-)positivist paradigm, the post-modernist interpretive paradigm, and the post-modernist transformative paradigm. Then, I present three modes of thinking that enable researchers to deal with multiple paradigms: dualistic thinking, dialogical thinking, and dialectical thinking. I adopt the dialectical mode of thinking to blend the modernist and post-modernist paradigms with respect to an ontological opposition (mind-world duality) and an epistemological opposition (objectivity-subjectivity duality) prevalent in the literature. A new paradigm begins to emerge from this blend, one which transcends these dualities to better interpret phenomena and issues in mathematics education. Keywords Paradigm Á Mathematics education research Á Pluralism Á Multi-paradigm inquiry Á Blending Á Transcending dualisms Following diSessa (1991) and Schoenfeld (2014) this chapter takes as its point of departure Karmiloff-Smith and Inhelder's (1974/75) well-known paper If you want to get ahead, get a theory. In his paper, If we want to get ahead, we should get some theories, diSessa (1991) argued for serious dedication toward theory advancement in mathematics education, as we have not yet reached deep theoretical understanding of knowledge or the learning process. In his paper, If you really want to get ahead, get a bunch of theories … and data to test them, Schoenfeld (2014) called for approaching complex issues in mathematics education from multiple theoretical perspectives and at multiple levels of granularity. In this chapter, I intend to contribute to this conversation by arguing for conducting multi-paradigm inquiry and blending paradigmatic controversies. Such an approach moves the field beyond dualisms that hinder theoretical discourse.

show abstract

Critical postmodern theory in mathematics education research: a praxis of uncertainty

Cited by 57 publications

References 43 publications

The Use of Morabara Game to Concretise the Teaching of the Mathematical Content

The Use of Morabara Game to Concretise the Teaching of the Mathematical Content

Counting the Experiences and Beliefs of Secondary Teachers Striving to Teach Mathematics for Social Justice in Urban Schools

If We Want to Get Ahead, We Should Transcend Dualisms and Foster Paradigm Pluralism

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