Dealing with opposing theoretical perspectives : Knowledge in structures or knowledge in pieces?
Scheiner, Thorsten. (2020). Dealing with opposing theoretical perspectives : Knowledge in structures or knowledge in pieces? Educational Studies in Mathematics: An international journal. 104, pp. 127-145. https://doi.org/10.1007/s10649-020-09950-7
A great deal of progress has been made in dealing with the multiplicity and diversity of theories in mathematics education. However, relatively little attention has been paid to the opportunities offered by conflicts, tensions, and paradoxes among accepted yet opposing theoretical perspectives for theory building and theory advancement. In this paper, four modes of dealing with opposing perspectives are outlined: (1) taking contrasting theoretical perspectives as incommensurable; (2) holding opposites not as conflicting but as complementary; (3) dissolving or surpassing oppositions by blending perspectives; and (4) preserving paradoxes by recognizing the interdependence of constitutive oppositions. These four modes are illustrated by application to the long-standing debate of knowledge-in-structures versus knowledge-in-pieces and further exemplified by turning to the research literature on students’ understanding of limit.
|Keywords||conceptual change; limit concept; networking of theories; opposition; paradox; theory building|
|Journal||Educational Studies in Mathematics: An international journal|
|Journal citation||104, pp. 127-145|
|Digital Object Identifier (DOI)||https://doi.org/10.1007/s10649-020-09950-7|
|Research or scholarly||Research|
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|Online||14 May 2020|
|Publication process dates|
|Deposited||17 Nov 2021|
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