If we want to get ahead, we should transcend dualisms and foster paradigm pluralism

Book chapter

Scheiner, Thorsten. (2019). If we want to get ahead, we should transcend dualisms and foster paradigm pluralism. In In G. Kaiser and N. Presmeg (Ed.). Compendium for Early Career Researchers in Mathematics Education pp. 511 - 531 SpringerOpen. https://doi.org/10.1007/978-3-030-15636-7_27
AuthorsScheiner, Thorsten
EditorsG. Kaiser and N. Presmeg
Abstract

In this chapter, I argue for the importance of transcending dualisms and using multi-paradigm perspectives when examining phenomena and issues in mathematics education. I begin by exploring the philosophical bases—ontological, epistemological, axiological, and methodological—underlying three major paradigms in mathematics education research: the modernist (post-)positivist paradigm, the post-modernist interpretive paradigm, and the post-modernist transformative paradigm. Then, I present three modes of thinking that enable researchers to deal with multiple paradigms: dualistic thinking, dialogical thinking, and dialectical thinking. I adopt the dialectical mode of thinking to blend the modernist and post-modernist paradigms with respect to an ontological opposition (mind-world duality) and an epistemological opposition (objectivity-subjectivity duality) prevalent in the literature. A new paradigm begins to emerge from this blend, one which transcends these dualities to better interpret phenomena and issues in mathematics education.

Keywordsparadigm; mathematics education research; pluralism; multi-paradigm inquiry; blending; transcending dualisms
Page range511 - 531
Year2019
Book titleCompendium for Early Career Researchers in Mathematics Education
PublisherSpringerOpen
Place of publicationSwitzerland
SeriesICME-13 Monographs
ISBN9783030156350
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-15636-7_27
Open accessOpen access
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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