Abstract
In this contribution [A previous version of this article (titled: “Emergence or structure: a comparison of two sociological perspectives on mathematics classroom practice”) has been presented at CERME5, Cyprus, February 2007.], the issue of interdependency of theory and research findings is explored. It is exemplified how two different theoretical perspectives lead to different interpretations and understanding of a short transcript of sixth-graders collaborative problem solving. This exemplification is used for discussing the fundamental issues of validity and relevance in sociologically oriented research on mathematics education. In the final part of the contribution, a methodology is outlined which tries to profit from the particular strengths of the two sociological perspectives on mathematics classroom practice.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
