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Critique of research methods and methodology is one of several key features of the regular dialogue between researchers. This critique takes place formally at conferences and seminars, and regularly in universities. Published critique is normally separated from the original work. This book brings together the writing of researcher and independent critique. Thus the book exposes to wider scrutiny the dialogue that exists between researchers. It will be of interest to all who are concerned to understand the nature and substance of this critique.
The volume comprises a collection of accounts of classroom studies, each complemented by the reaction of an eminent researcher. The accounts and reactions are written to expose the nature of methodology of classroom research. It argues that methodology encompasses the choice of methods and the researchers' beliefs and values.
List of contents
Preface by Series Editor, Leone Burton
Introduction by Simon Goodchild and Lyn English
Methodology and Methods In Mathematics Education Research: Where Is "The Why"? by Leone Burton
Students-Teacher Interactions and the Development of Students' Mathematical Thinking by Maria Manuela David and Maria da Panha Lopes
Exploring Students' Goals in Classroom Activity by Simon Goodchild
Special Educational Needs in Mathematics-A Problem Developed in School? by Nora Linden
A Methodology of Classroom Teaching Experiments by Kay McClain
Context and Content: What are Student Teachers Learning About Teaching Mathematics? by Ruth Shane
Longitudinal Measurement of Student Motivation and Achievement in Mathematics by Shirley M. Yates
Applying the Theory to the "Practice" in this Book by Leone Burton
Index
About the author
SIMON GOODCHILD is Senior Lecturer, Mathematics Education, the College of St. Mark and St. John, United Kingdom.
LYN ENGLISH is Professor of Mathematics Education at the Queensland University of Technology, Australia.
