Skip to main content
SpringerLink
Log in

Practitioner Research and the Construction of Knowledge in Mathematics Education

  • Chapter
Mathematics Education as a Research Domain: A Search for Identity

Part of the book series: Glaukom ((GLAUKOM,volume 4))

  • 9 Accesses

Abstract

What is research in mathematics education? In this chapter we start from the position that it is

the intentionally controlled examination of issues within and related to the learning and teaching of mathematics, through a process of inquiry that leads to the production of (provisional) knowledge both about the objects of the inquiry and the means of carrying out that inquiry.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Similar content being viewed by others

References

  • Adelman, C.: 1993, ‘Kurt Lewin and the Origins of Action Research’, Educational Action Research 1 (I),7–23.

    Article  Google Scholar 

  • Association of Teachers of Mathematics: 1986, The Problem Solving School, ATM, Derby.

    Google Scholar 

  • Association of Teachers of Mathematics: 1987, Teacher Is Researcher, ATM, Derby.

    Google Scholar 

  • Association of Teachers of Mathematics: 1988a, Reflections on Teacher Intervention, ATM, Derby.

    Google Scholar 

  • Association of Teachers of Mathematics: 1988b, Mathematical Images, ATM, Derby.

    Google Scholar 

  • Association of Teachers of Mathematics: 1989, Logo Microworlds, ATM, Derby.

    Google Scholar 

  • Billington, E. M.: 1993, Beyond Mere Experience: The Role of Reflection in the Learning of Mathematics. Unpublished M.Phil. thesis, Open University.

    Google Scholar 

  • Brown, T., Hardy, T. & Wilson, D.: 1993, ‘Mathematics on Lacan’s Couch’, For the Learning of Mathematics 13 (1), 11–14.

    Google Scholar 

  • Brubacher, J. W., Case, C. W. & Reagan, T. G.: 1994, Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools, Corwin Press, Thousand Oaks, CA.

    Google Scholar 

  • Chatley, J.: 1992, The Use of Experiential Learning Techniques in Mathematics Education: A Personal Evaluation. Unpublished M.Phil. thesis, Open University.

    Google Scholar 

  • Fischbein E.: 1982, ‘Intuition and Proof’, For the Learning of Mathematics 3 (2), 9–18.

    Google Scholar 

  • Hallworth, U.: 1993, Unpublished classroom transcript. Manchester Metropolitan University.

    Google Scholar 

  • Hatch, G.: in preparation, Using Games in the Teaching of Early Algebra.

    Google Scholar 

  • Low Attainers in Mathematics Project: 1987, Better Mathematics,HMSO, London.

    Google Scholar 

  • McNiff, J.: 1993, Teaching as Learning — An Action Research Approach, Routledge, London.

    Book  Google Scholar 

  • Marrow, A. J.: 1969, The Practical Theorist: The Life and Work of Kurt Lewin, Basic Books, New York.

    Google Scholar 

  • Mason, J. H.: 1994, ‘Researching from the Inside in Mathematics Education — Locating an I—You Relationship’, Proceedings of the Eighteenth International Conference for the Psychology of Mathematics Education, Lisbon, 176–194.

    Google Scholar 

  • Nixon, J.: 1981, A Teachers’ Guide to Action Research: Evaluation, Enquiry and Development in the Classroom, Grant McIntyre, London.

    Google Scholar 

  • Open University: 1992, EM236: Learning and Teaching Mathematics, Open University, Milton Keynes.

    Google Scholar 

  • Pimm, D.: 1993, ‘From Should to Could: Reflections on Possibilities of Mathematics Teacher Education’, For the Learning of Mathematics 13 (2), 27–32.

    Google Scholar 

  • Primary Initiatives in Mathematics Education (PrIME) Project: 1991, Calculators, Children and Mathematics, Simon and Schuster, New York.

    Google Scholar 

  • Schön, D. A.: 1983, The Reflective Practitioner, Temple Smith, London.

    Google Scholar 

  • Stenhouse, L.: 1975, An Introduction to Curriculum Research and Development, Heinemann, London.

    Google Scholar 

  • Williams, H. J.: 1989, Tuning in to Young Children: An Exploration of Contexts for Learning Mathematics. Unpublished M.Phil. thesis, Open University.

    Google Scholar 

  • Wilson, S. M., Shulman, L. S. & Richert, A. E.: 1987, ‘150 Different Ways of Knowing: Representations of Knowledge in Teaching’, in J. Calderhead (ed.), Exploring Teachers’ Thinking, Cassell, London, 104–124.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Didsbury School of Education, Manchester Metropolitan University, Manchester, M20 2RR, UK

    Gillian Hatch

  2. Centre for Mathematics Education, Open University, Walton Hall, Milton Keynes, MK7 6AA, UK

    Christine Shiu

Authors
  1. Gillian Hatch
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Christine Shiu
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Concordia University, Montreal, Quebec, Canada

    Anna Sierpinska

  2. University of Georgia, Athens, Georgia, USA

    Jeremy Kilpatrick

Rights and permissions

Reprints and permissions

Copyright information

© 1998 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Hatch, G., Shiu, C. (1998). Practitioner Research and the Construction of Knowledge in Mathematics Education. 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_4

Download citation

  • DOI: https://doi.org/10.1007/978-94-011-5196-2_4

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-010-6187-2

  • Online ISBN: 978-94-011-5196-2

  • eBook Packages: MedicineMedicine (R0)

Publish with us

Policies and ethics

Search

Navigation