Researching Mathematics Classrooms: A Critical Examination of Methodology

Researching Mathematics Classrooms: A Critical Examination of Methodology

Researching Mathematics Classrooms: A Critical Examination of Methodology

Researching Mathematics Classrooms: A Critical Examination of Methodology

Synopsis

This book brings together key reports of research, focusing especially on methods and methodology, along with criticism of these reports by other researchers. It presents case studies of small-scale classroom research in mathematics education.

Excerpt

This is a new undertaking for books in mathematics education and, as such, will, I hope, make a major contribution to the field. Mathematics education has always been a very eclectic discipline when it comes to the research methods that it utilizes, but a focus upon these methods and the rationale behind their choice and use, the researcher's methodology, is a new venture. Indeed, the differentiation of methodology and methods, so important to the researcher's approach to their study, but also to a reader's engagement with a research report and the trust that they can place in the results, has not been at the forefront of publications in mathematics education.

It is therefore with delight that I welcome this volume as one in the series, International Perspectives on Mathematics Education. The editors, Simon Goodchild and Lyn English, have devised a very supportive and interactive way of compiling their book, a strategy that I know has been appreciated by their authors. To implement their approach required the collaboration of a number of colleagues across the world, which they secured, and the book is stronger for their contributions. I am sure that Simon and Lyn are extremely grateful, as am I, for their willingness to engage with what has been a novel way of compiling an edited collection. But the interaction portrayed in the pages of the book is also consistent with its focus and the dialogue that Simon and Lyn, and their contributors, are hoping to stimulate into this aspect of research and an open and challenging critique of methodology and method. It is, of itself, a model of the kind of exchange that would be so productive in our discipline.

Consistent with the series, this book has an international group of authors and commentators, including those from countries less frequently encountered in the mathematics education literature. It is my hope that the book will be ap-

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