Theoretical constructs for early intervention programs in mathematics: who cares? – A Danish example

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“There is nothing so practical as a good theory”. The statement from Kurt Lewin is frequently cited, also in mathematics education. The statement invites for and requires close cooperation between different agents, whatever their own specific relation to practice and theory is. It is not a straightforward endeavour. One reason is that the term theory as well as the term practice may very well be given different meanings by different agents. This variation is in our view to be considered in “implementation research” and Lewin’s statement ought to be qualified by two questions “Who cares for a good theory?” and “What makes a good theory good for whom?”
This paper explores this variation of how theory is perceived by mathematics teachers and by mathematics researchers involved in a developmental project on early intervention in mathematics education in Denmark. The paper exemplifies how agents’ quite different work conditions and work requirements seem to constitute qualitative different needs for theoretical constructs, despite some common interest, too.
OriginalsprogEngelsk
Titel Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education
Antal sider8
UdgivelsesstedDublin, Ireland
ForlagDublin City University
Udgivelsesår2017
Sider3857-3864
StatusUdgivet - 2017
BegivenhedCERME 10: Congress of European Research in Mathematics Education - Dublin, Irland
Varighed: 1 feb. 20175 feb. 2017

Konference

KonferenceCERME 10
LandIrland
ByDublin
Periode01/02/201705/02/2017

    Forskningsområder

  • Early intervention programs, Teaching principles, Theoretical constructs, Mathematics education, Matematik-didaktik, Læring, Lærerprofession

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