Positioning mathematics education researchers to influence storylines
Positioning mathematics education researchers to influence storylines
复制标题
让数学教育研究人员影响故事情节
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
T. Wilkerson
中科院分区：
文献类型：
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作者：
Beth Herbel;N. Sinclair;Kathryn B. Chval;D. Clements;M. Civil;Stephen J. Pape;M. Stephan;Jeffrey J. Wanko;T. Wilkerson
在这篇评论中，我们确定了对数学教育的关键影响，这些影响在很大程度上超出了大多数数学教育研究人员所处的学术领域。我们确定的群体——包括媒体、公司、基金会和其他学术领域——影响着公众对数学和数学教育的看法。确定这组影响尤其重要，因为这些群体经常影响决策者的观点和决定，但数学教育研究者和这些群体之间并不总是就数学和数学教育的框架方式达成一致。每当冲突被提到前台时，提出问题而不显得自我防卫或满腹牢骚是很困难的。因此，引入一种可以帮助我们解释这一现实的理论是有帮助的（Mewborn, 2005）；理论可以提供一种编码、阅读和检查问题的方法，也可以为新实践的设计提供见解（Silver & Herbst, 2007）。在这种情况下，我们使用定位理论来检查数学教育研究者和其他群体之间的潜在冲突，因为它提供了对这一现象的有趣的解释性见解，因为它可以为数学教育研究者的不同定位提供潜在的策略。我们首先解释定位理论的相关概念，包括故事情节、位置和沟通行动。然后，我们使用这些想法来突出当前的故事情节，这些故事情节是上述群体关于数学和数学教育的交流，并追踪他们的一些历史和背景根源。《数学教育研究杂志》2016年第47卷第2期，102-117页
In this commentary, we identify key influences on mathematics education that are largely outside the domain of the academic world in which most mathematics education researchers live. The groups that we identify—including the media, companies and foundations, and other academic domains—affect the public’s perception of mathematics and mathematics education. Identifying this set of influences in particular is important because these groups often shape policymakers’ viewpoints and decisions, but there is not always agreement between mathematics education researchers and these groups about the ways in which mathematics and mathematics education are framed. Whenever a conflict is brought to the foreground, it can be difficult to raise issues without appearing defensive or sounding querulous. It is helpful, then, to bring to bear a theory that can help us interpret this reality (Mewborn, 2005); theories can provide a way to encode, read, and examine a problem as well as offer insights into the design of new practices (Silver & Herbst, 2007). In this case, we use positioning theory to examine potential conflicts between mathematics education researchers and other groups because it offers interesting interpretive insights into the phenomenon and because it can lead to potential strategies for working toward different positionings for mathematics education researchers. We begin by explaining relevant ideas from positioning theory, including storylines, positions, and communication actions. We then use these ideas to highlight current storylines underlying communication by the abovementioned groups about mathematics and mathematics education and trace some of their historical and contextual roots. We argue that mathematics education Journal for Research in Mathematics Education 2016, Vol. 47, No. 2, 102–117