Titlebook: Mathematics Education as a Research Domain: A Search for Identity; An ICMI Study Anna Sierpinska,Jeremy Kilpatrick Book 1998 Kluwer Academi

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Aiming Research Toward Understanding: Lessons We can Learn from Children developing understanding satisfies both fundamental or theoretic aims and practical aims simultaneously. Research efforts that do not aim to understand satisfy neither of these goals and are not worth making.

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Transforming the International Mathematics Education Research Agenda and methodologies associated with their work (see, e.g., Biehler, Scholz, Sträβer & Winkelmann 1994; Kilpatrick 1992, 1993; Mason, present volume; Secada, Fennema & Adajian 1995; Sierpinska 1993; Skovsmose 1994a, 1994b).

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Models in Mathematics Education Research: A Broader View of Research Resultsposals two categories of research reports: empirical and theoretical. But the separation between empirical and theoretical work in mathematics education research may, in fact, be a false one — especially with respect to models. At the least, the dividing line between the two is blurring.

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1387-6872 hematics in their future lives. That task is very difficult, however. Refocusing curricula on funda­ mental concepts, producing new teaching materials, and designing teaching units based on ‘mathematicians‘ common sense‘ (or on logic) have not resulted in a better understanding of mathematics by mor

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What is Mathematics Education? A Survey of Mathematics Educators in Canada sense of the identity of this professional community. The results presented here are mainly those concerning the views about mathematics education. The remaining results are discussed in Mura (1995a, 1995b).

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