Research methods in (mathematics) education

By Alan H. Schoenfeld. 2008

130 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/67ed862c1883fa6b2f5dbd9011d95335aa45c3f0

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In Education

Citations in the corpus

Triadic interaction in clinical task-based interviews with mathematics teachers (2007, background): “Schubauer-Leoni and Grossen (1993) observe that since the experimenters generally refrain from explicitly validating the subjects’ answers, the subjects tend to base their auto-attribution of achievement on implicit clues like nods, smiles and conversational markers.”
Creative mathematics teaching in the eye of the beholder: focusing on teachers' conceptions (2011, methodology): “Thus, we argue that the model introduced in this paper has both descriptive and explanatory power (in the terms of Schoenfeld, 2002).”
The education of mathematically gifted students: Some complexities and questions (2011, methodology): “Following Schoenfeld (2000, 2002), who shed light on the two main purposes of research in mathematics education, I maintain that research in the field of mathematical giftedness and creativity must be carried out in two interrelated directions: First (theoretical) is to understand the nature of…”
Networking of Theories—An Approach for Exploiting the Diversity of Theoretical Approaches (2010, background): “Schoenfeld (2002) proposes eight standards for evaluating theories: descriptive power; explanative power; scope; predictive power; rigor and specificity; replicability, generality, and trustworthiness; and multiple sources of evidence (triangulation).”
The relationship between patterns of classroom discourse and mathematics learning (2008, background): “The rise of a discursive approach in math education has happened slowly over the past 15 to 20 years drawing its momentum mainly from Vygotsky and Bakhtin along with an increased emphasis on situated, everyday learning and ethnographic approaches that describe the roles of culture and community in l”
Cur r iculum Resear ch : Tow ar d a Fr amew or k for "Resear ch -based Cur r icula" (2007, background): “Further, research on complementary components of competence should be considered, such as problem posing and problem solving, metacognition, and a positive disposition toward learning and using the subject-matter content (Baroody with Coslick, 1998; Schoenfeld, 2002).”
Diversity of theories in mathematics education—How can we deal with it? (2006, background): “Schoenfeld (2002) proposes eight standards for evaluating theories: descriptive power; explanative power; scope; predictive power; rigor and specificity; replicability, generality, and trustworthiness; and multiple sources of evidence (triangulation).”