Five Decades of Mathematics Education Research
Five Decades of Mathematics Education Research
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数学教育研究的五年
DOI：
10.5951/jresematheduc.49.4.0462
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发表时间：
2018
影响因子：
2.8
通讯作者：
Colin Foster
中科院分区：
文献类型：
--
作者：
M. Inglis;Colin Foster
近50年来，数学教育工作者一直在国际研究期刊上发表他们的研究成果。这个领域在这段时间里发展得如何？我们分析了自《数学教育研究》和《数学教育研究杂志》创刊以来发表的所有文章的全文。利用拉卡托斯（Lakatos, 1978）的研究方案概念，我们关注该领域不断变化的理论取向，并特别关注实验心理学、建构主义和社会文化方案的相对突出地位。我们定量地评估了“社会转向”的程度，观察到该领域目前正在经历理论多样性的时期，并确定和讨论了“实验悬崖”，即实验研究远离数学教育期刊的时期。
Mathematics educators have been publishing their work in international research journals for nearly 5 decades. How has the field developed over this period? We analyzed the full text of all articles published in Educational Studies in Mathematics and the Journal for Research in Mathematics Education since their foundation. Using Lakatos's (1978) notion of a research programme, we focus on the field's changing theoretical orientations and pay particular attention to the relative prominence of the experimental psychology, constructivist, and sociocultural programmes. We quantitatively assess the extent of the “social turn,” observe that the field is currently experiencing a period of theoretical diversity, and identify and discuss the “experimental cliff,” a period during which experimental investigations migrated away from mathematics education journals.