Abstract
With Walker (1992) we may observe that a multitude of research approaches is emerging. Many of the present approaches can be captured under one of the two headings: ‘explanation’ or ‘understanding’ (Bruner 1994). Here one may think of explanation in terms of causal relations between dependent and independent variables, and of understanding as making sense of what is going on. Apart from these two main perspectives we can discern a third, which might be labeled ‘transformational research’, as suggested by the NCTM Research Advisory Committee (1988). ‘Transformational research’ means research that does not focus on ‘what is’ but that deals more broadly with ‘what ought to be’. This involves, for instance, research that addresses the question of how to constitute education that meets certain pre-given standards or ideals.
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Gravemeijer, K. (1998). Developmental Research as a Research Method. In: Sierpinska, A., Kilpatrick, J. (eds) Mathematics Education as a Research Domain: A Search for Identity. Glaukom, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-5196-2_3
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DOI: https://doi.org/10.1007/978-94-011-5196-2_3
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