Abstract
The International Group for the Psychology of Mathematics Education (PME) was founded in 1976 in Karlsruhe (Germany), during the ICME-3 Congress. Since 1977, the PME group has met every year somewhere in the world, since then, and has developed into one of the most interesting international groups in the field of educational research. In this paper, after a short introduction, we draw some main features of the unique essence of the PME as a research group. We focus on and analyse the change and development of the group’s research over the past 40 years, and exemplify these changes and developments by tracing on a few main research lines. Based on specifics of PME research, we describe the more comprehensive lines of PME research, its change and progress in the past four decades.
Highlights
13.1.1 Some General Features of PMEIn the introduction to the “Handbook of Research on the Psychology of Mathematics Education” (PME 1976–2006) which was published in 2006 for theG
One illustrative example is the following: In the PME38 proceedings, we find a neatly designed, experimental study with pre, post- and follow-up test by Heemsoth and Heinze (2014), titled “How should students reflect upon their own errors with respect to fraction problems?” It investigates, flatly speaking, if it is better for students to reflect on their errors in exercises or if it is better if they study the correct solutions of the exercises
Discussion on the situatedness of cognition: This trend relates to the discussion, to what extent cognition in general, or knowledge is connected to specific situational contexts, or to what extent it may be considered as a more general disposition that can be activated in a variety of situations
Summary
In the introduction to the “Handbook of Research on the Psychology of Mathematics Education” (PME 1976–2006) which was published in 2006 for the. 30 years of PME, the editors Gutierrez and Boero (2006), mentioned two reasons for the success of the PME group. Their first reason is the human and scientific quality of the founding members —“The fathers”: E. Sfard (Eds.), A journey in mathematics education research—Insights from the work of Paul Cobb A thirty-year reflection on constructivism in mathematics education in PME. Boero (Eds.), Handbook of research on the psychology of mathematics education
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