{"title":"论数学教育理论及其概念差异","authors":"L. Radford","doi":"10.1142/9789813272880_0211","DOIUrl":null,"url":null,"abstract":"In this article I discuss some theories in mathematics education research. My goal is to highlight some of their differences. How will I proceed? I could proceed by giving a definition, T, of the term theory and by choosing some differentiating criteria such as c1, c2, etc. Theories, then, could be distinguished in terms of whether or not they include the criteria c1, c2, etc. However, in this article I will take a different path. In the first part I will focus on a few well-known theories in Mathematics Education and discuss their differences in terms of their theoretical stances. In the last part of the article, I will comment on a sociocultural emergent trend.","PeriodicalId":318252,"journal":{"name":"Proceedings of the International Congress of Mathematicians (ICM 2018)","volume":"178 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":"{\"title\":\"ON THEORIES IN MATHEMATICS EDUCATION AND THEIR CONCEPTUAL DIFFERENCES\",\"authors\":\"L. Radford\",\"doi\":\"10.1142/9789813272880_0211\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this article I discuss some theories in mathematics education research. My goal is to highlight some of their differences. How will I proceed? I could proceed by giving a definition, T, of the term theory and by choosing some differentiating criteria such as c1, c2, etc. Theories, then, could be distinguished in terms of whether or not they include the criteria c1, c2, etc. However, in this article I will take a different path. In the first part I will focus on a few well-known theories in Mathematics Education and discuss their differences in terms of their theoretical stances. In the last part of the article, I will comment on a sociocultural emergent trend.\",\"PeriodicalId\":318252,\"journal\":{\"name\":\"Proceedings of the International Congress of Mathematicians (ICM 2018)\",\"volume\":\"178 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-05-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of the International Congress of Mathematicians (ICM 2018)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1142/9789813272880_0211\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the International Congress of Mathematicians (ICM 2018)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1142/9789813272880_0211","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
ON THEORIES IN MATHEMATICS EDUCATION AND THEIR CONCEPTUAL DIFFERENCES
In this article I discuss some theories in mathematics education research. My goal is to highlight some of their differences. How will I proceed? I could proceed by giving a definition, T, of the term theory and by choosing some differentiating criteria such as c1, c2, etc. Theories, then, could be distinguished in terms of whether or not they include the criteria c1, c2, etc. However, in this article I will take a different path. In the first part I will focus on a few well-known theories in Mathematics Education and discuss their differences in terms of their theoretical stances. In the last part of the article, I will comment on a sociocultural emergent trend.
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