Positioning in mathematics education: revelations on an imported theory
Positioning in mathematics education: revelations on an imported theory
复制标题
数学教育的定位：一个引进理论的启示
DOI：
10.1007/s10649-014-9588-5
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发表时间：
2015
影响因子：
3.2
通讯作者：
Hanna Figueras
中科院分区：
文献类型：
--
作者：
Beth Herbel;D. Wagner;Kate R. Johnson;Heejoo Suh;Hanna Figueras
我们基于对引进理论（定位理论）及其在该领域的使用方式的分析，发展了数学教育领域的理论。在总结定位理论之后，我们发现了一些概念上的模糊性，特别是在核心术语“定位”和“故事情节”中。我们提供莱姆克的时间尺度概念作为完善理论的一种方式。然后，我们使用完善的理论来分析数学教育文献中的有力例子，作为深入了解该理论如何在该领域中使用以及如何使用的来源。我们认为，在描述定位和故事情节时需要明确规模，认识到在任何互动中都存在多种故事情节和定位，需要具体说明沟通行为在定位和故事情节发展中的作用，并区分不同类型的定位。我们声称，对这些问题的关注将有助于研究人员认识到可能超出他们预期的叙述和关系，并支持更强有力的主张。
We develop theory within the field of mathematics education based on analysis of an imported theory—positioning theory—and the way it is used in the field. After summarizing positioning theory, we identify some conceptual fuzziness, particularly in core terms “positioning” and “storyline.” We offer Lemke’s idea of timescales as a way to refine the theory. We then use the refined theory to analyze strong examples from mathematics education literature as a source of insight into how this theory is being and could be used in the field. We identify the need to be clear about scale in describing positioning and storyline, to recognize that multiple storylines and positionings are at play in any interaction, to be specific about the role of communication acts in development of positioning and storyline, and to differentiate among different kinds of positioning. We claim that attention to these issues will help researchers recognize narratives and relationships at play that may be outside their expectation and also underpin stronger warranted claims.