Abstract
In this paper we explore the issue of interdependency of theory and research findings in the context of research on the practice of mathematics teaching and learning at school. We exemplify how analyses of a lesson by using two different theoretical perspectives lead to different interpretations and understandings of the same lesson, and discuss the implications of competing interpretations of practice for research and theory in mathematics education.
| Original language | English |
|---|---|
| Pages (from-to) | 283-313 |
| Number of pages | 31 |
| Journal | Educational Studies in Mathematics |
| Volume | 54 |
| Issue number | 2-3 |
| DOIs | |
| State | Published - 2003 |
Keywords
- Activity theory
- Research methodology
- Theory and practice
- Verbal analysis