Dealing with opposing theoretical perspectives : Knowledge in structures or knowledge in pieces?

Journal article


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
AuthorsScheiner, Thorsten
Abstract

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.

Keywordsconceptual change; limit concept; networking of theories; opposition; paradox; theory building
Year2020
JournalEducational Studies in Mathematics: An international journal
Journal citation104, pp. 127-145
PublisherSpringer Nature
ISSN0013-1954
Digital Object Identifier (DOI)https://doi.org/10.1007/s10649-020-09950-7
Scopus EID2-s2.0-85085014451
Research or scholarlyResearch
Page range127-145
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online14 May 2020
Publication process dates
Deposited17 Nov 2021
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