Starting Points for Dealing with the Diversity of Theories

Abstract

International audienceThis chapter presents the main ideas and constructs of the book and uses the triplet (system of principles, methodologies, set of paradigmatic questions) for describing the theories involved. In Part II (Chaps. 3, 4, 5, 6, and 7), the diversity of five theoretical approaches is presented; these approaches are compared and systematically put into a dialogue throughout the book. In Part III (Chaps. 9, 10, 11, and 12), four case studies of networking practices between these approaches show how this dialogue can take place. Chapter 8 and Part IV (Chaps. 13, 14, 15, 16, and 17) provide methodological discussions and reflections on the presented networking practices

Networking Theories on Giftedness—What We Can Learn from Synthesizing Renzulli’s Domain General and Krutetskii’s Mathematics-Specific Theory

“…Even though a variety of theories can be useful, for instance, for grasping complex phenomena or for promoting debate and helping the field grow, co-existing unconnected approaches may also cause communicational problems and hinder an integration of findings and, hence, the development of the research area. Bikner-Ahsbahs et al conclude, "That is why we emphasize that the diversity of theoretical approaches can only become fruitful if connections between them are actively established" [11] (p. 8). In this sense, it is important to intentionally build up connections between theories: a networking of theories, which means "research practices that aim at creating a dialogue and establishing relationships between parts of theoretical approaches" [15] (p. 118).…”

“…The large diversity already starts with the heterogeneity of what is called a theoretical approach or a theory by various researchers and different scholarly traditions." [11] (p. 5) However, researchers seem to roughly agree that theories are networks of concepts, assumptions, principles, and terminology characterizing certain phenomena, and/or explaining phenomena, and making predications [12,13].…”

“…In mathematics and gifted education, there are a variety of theoretical approaches, reflecting different research paradigms. As Bikner-Ahsbahs et al state, "Differences exist in the ways to conceptualize and question mathematical activities and educational processes, in the type of results they can provide, but also in their scopes and backgrounds" [11] (p. 6).…”

“…Steen [14] argues that the diversity of theoretical approaches in mathematics education may indicate lacking maturity (see also [11] (p. 8)). Even though a variety of theories can be useful, for instance, for grasping complex phenomena or for promoting debate and helping the field grow, co-existing unconnected approaches may also cause communicational problems and hinder an integration of findings and, hence, the development of the research area.…”

revisión que conecta el Enfoque Documental de la Didáctica y la Mirada Profesional del Profesor de Matemáticas

“…Tomando como referencia lo anterior, se propone desde la teoría de redes una conexión entre el Enfoque Documental de la Didáctica y la Mirada Profesional del Profesor. La teoría de redes es considerada como una línea de trabajo que se ha generado por diferentes razones, como lo señalan Bikner-Ahsbahs et al (2014), quienes explican esta situación como:…”