The Role of Theory in Mathematics Education and Research

Cooney, Thomas J.; Krainer, Konrad

doi:10.1007/978-94-009-1465-0_32

Cited by 38 publications

(39 citation statements)

References 10 publications

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“…Hence this chapter only sought to narrow down the construct to capture the 'main features'. This situation contributes to other more subtle ramifications, as Mason and Waywood (1996) pointed out there are some cautions to be aware of when utilising a conceptual framework:…”

Section: Discussionmentioning

confidence: 99%

“…Secondly, the nature of a conceptual framework means that it consciously or unconsciously informs thought and practice by increasing personal sensitivity to notice particular occurrences so this must be accounted for (Mason & Waywood, 1996). Thirdly, no researcher can expect that all data will be analysed using the framework without the risk of limiting the results from the investigation.…”

Section: Discussionmentioning

confidence: 99%

“…It is hoped however, that by considering these cautions, that the exploration of these constructs will remain open to new or unexpected occurrences in the data and the whole investigation more generally as it occurs (Mason & Waywood, 1996).…”

Section: Discussionmentioning

confidence: 99%

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Information Systems in General Practice: A Framework to Implement the Management and Prevention of Chronic Diseases

Carbone¹

2007

Proceedings of the 2007 InSITE Conference

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The detrimental health and economic impacts due to the growth of chronic condition sufferers worldwide is well documented. The practical application of electronic information systems is expected to provide valuable support to this predicament. The purpose of this study is to develop an information systems implementation framework for the management and prevention of chronic diseases (CD) in general practices (Doctor’s surgeries). Interviews were conducted on key practice personnel where successful CD information systems implementations and adoption occurred. The interviews, in conjunction with the observations of an external IS facilitator to those implementations aimed at corroborating an emerging framework developed from the literature earlier in the study. Results to this date provided a wealth of information to both part validate and re-design the framework. The role of practice champions, external support, motivators, workflow effects and health outcomes are some of the prominent parameters highlighted in the findings. The implications, so far in this study have identified commonalities in capacity, processes and implementations flows that affect the framework. However, additional validation on new findings needs to be further explored.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Information Systems in General Practice: A Framework to Implement the Management and Prevention of Chronic Diseases

Carbone¹

2007

Proceedings of the 2007 InSITE Conference

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“…And second, theory can be regarded as speculative thought, as in: "This is all very well in theory, but how will it work in practice?" In terms of Mason and Waywood (1996), the first perspective is "accepted knowledge that applies in a variety of circumstances" (p. 1055), while the latter displays the more constructive component of theoretical thought. Thus, where we referred to Section 4 as operating on a theoretical level, we took theory as a body of knowledge that is acknowledged and (more or less) accepted in our scientific community.…”

Section: Issues Addressed In This Papermentioning

confidence: 99%

Educating New Mathematics Teachers: Integrating Theory and Practice, and the Roles of Practising Teachers

Jaworski

Gellert

2003

Second International Handbook of Mathematics Education

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“…Background theories concern the theoretical foundations studies rely on and play a crucial role for Bdiscerning and defining what kind of objects are to be studied^ (Mason andWaywood 1996, p. 1058). They therefore refer to ontological and epistemological ideas as well as their methodological implications for investigating specific topics (cf.…”

Section: Theoretical Framework: Reasoning From An Inferential Perspecmentioning

confidence: 99%

Sixth-grade students’ reasoning on the order relation of integers as influenced by prior experience: an inferentialist analysis

2017

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Negative numbers are among the first formalizations students encounter in their mathematics learning that clearly differ from out-of-school experiences. What has not sufficiently been addressed in previous research is the question of how students draw on their prior experiences when reasoning on negative numbers and how they infer from these experiences. This article presents results from an empirical study investigating sixth-grade students' reasoning and inferring from school-based and out-of-school experiences. In particular, it addresses the order relation, which deals with students' very first encounters with negative numbers. Here, students can reason in different ways, depending on the experiences they draw on. We study how students reason before a lesson series and how their reasoning is influenced through this lesson series where the number line and the context debts-and-assets are predominant. For grasping the reasoning's inferential and social nature and conducting in-depth analyses of two students' reasoning, we use an epistemological framework that is based on the philosophical theory of inferentialism. The results illustrate how the students infer their reasoning from out-of-school and from school-based experiences both before and after the lesson series. They reveal interesting phenomena not previously analyzed in the research on the order relation for integers.

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The Role of Theory in Mathematics Education and Research

Cited by 38 publications

References 10 publications

Information Systems in General Practice: A Framework to Implement the Management and Prevention of Chronic Diseases

Information Systems in General Practice: A Framework to Implement the Management and Prevention of Chronic Diseases

Educating New Mathematics Teachers: Integrating Theory and Practice, and the Roles of Practising Teachers

Sixth-grade students’ reasoning on the order relation of integers as influenced by prior experience: an inferentialist analysis

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