Comparing theoretical frameworks enacted in experimental research: TELMA experience

Cerulli, Michele; Trgalová, Jana; Maracci, Mirko; Psycharis, Giorgos; Georget, Jean-Philippe

doi:10.1007/s11858-008-0075-2

Cited by 10 publications

(7 citation statements)

References 1 publication

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“…• their enactment in the analysis of a given piece of data (Gellert, 2008;Maracci, 2008) • their general approaches to topics (like the students' problems with the limit of functions (Bergsten, 2008), or more generally in Cerulli et al, 2008) • their articulation in the conceptualizations formulated for the transition of vague teaching problems into research questions (Prediger, 2008) • different conceptualizations of a research problem or phenomenon (Bergsten, 2008;Rodríguez et al 2008)…”

Section: Comparing and Contrastingmentioning

confidence: 99%

“…The networking strategies of combining and coordinating are typical for conceptual frameworks, which do not necessarily aim at a coherent complete theory but at the use of different analytical tools for the sake of a practical problem or the analysis of a concrete empirical phenomenon (see Cerulli et al, 2008;Maracci, 2008;Kaldrimidou et al, 2008). In other projects, more comprehensive theories are combined or even coordinated at least locally (like Anthropological Theory of the Didactic-short ATD-and the APC-Space in Arzarello et al, 2008).…”

Section: Coordinating and Combiningmentioning

confidence: 99%

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Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework

Prediger

Bikner-Ahsbahs

Arzarello

2008

ZDM Mathematics Education

206

114

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The article contributes to the ongoing discussion on ways to deal with the diversity of theories in mathematics education research. It introduces and systematizes a collection of case studies using different strategies and methods for networking theoretical approaches which all frame (qualitative) empirical research. The term 'networking strategies' is used to conceptualize those connecting strategies, which aim at reducing the number of unconnected theoretical approaches while respecting their specificity. The article starts with some clarifications on the character and role of theories in general, before proposing first steps towards a conceptual framework for networking strategies. Their application by different methods as well as their contribution to the development of theories in mathematics education are discussed with respect to the case studies in the ZDM-issue.

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Section: Comparing and Contrastingmentioning

confidence: 99%

Section: Coordinating and Combiningmentioning

confidence: 99%

Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework

Prediger

Bikner-Ahsbahs

Arzarello

2008

ZDM Mathematics Education

206

114

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“…These insights help us to understand better what is needed, what can be aimed at in terms of theoretical integration, and how it could be achieved (see Artigue (2007) and Cerulli et al (2008) for further details on such results). The results obtained reinforce our conviction that integration cannot mean the building of a unified theory encompassing the main theories used in different cultures.…”

Section: Synthesismentioning

confidence: 99%

“…The detailed analysis of the whole cross-experimentation process is accessible on the TELMA website and specific results on the role played by theoretical frameworks can be found inArtigue et al (2007) andCerulli et al (2008).…”

mentioning

confidence: 99%

Connecting and Integrating Theoretical Frames: The TELMA Contribution

Artigue

Cerulli²,

Haspékian

et al. 2009

Int J Comput Math Learning

Self Cite

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International audienceThis paper presents the methodology developed within TELMA for connecting and integrating the theoretical frames used by the different teams for studying the design and use of interactive learning environments in mathematics education. Two case studies are then analysed and compared in order to illustrate the methodology and the results it can lead to. The papers ends by a more general discussion about the outcomes of the experimental work developed within TELMA and the perspectives it offers for approaching theoretical fragmentation

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“…It is precisely because of the different structure of the systems P and P 0 of the Theory of Didactic Situations and Vygotskian approaches (as found in Engeström's (1987) version of Activity Theory) that the interesting differences put into evidence by Cerulli, Georget, Maracci, Psycharis, and Trgalova (2008) are accounted for. As these authors persuasively show, the ideas conveyed by these theories about cognition and the role of the social lead one to conceive of the role of the teacher and cultural artifacts in different ways.…”

Section: The System P Of Principlesmentioning

confidence: 99%

Connecting theories in mathematics education: challenges and possibilities

Radford

2008

ZDM Mathematics Education

148

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This paper is a commentary on the problem of networking theories. My commentary draws on the papers contained in this ZDM issue and is divided into three parts. In the first part, following semiotician Yuri Lotman, I suggest that a network of theories can be conceived of as a semiosphere, i.e., a space of encounter of various languages and intellectual traditions. I argue that such a networking space revolves around two different and complementary ''themes''-integration and differentiation. In the second part, I advocate conceptualizing theories in mathematics education as triplets formed by a system of theoretical principles, a methodology, and templates of research questions, and attempt to show that this tripartite view of theories provides us with a morphology of theories for investigating differences and potential connections. In the third part of the article, I discuss some examples of networking theories. The investigation of limits of connectivity leads me to talk about the boundary of a theory, which I suggest defining as the ''limit'' of what a theory can legitimately predicate about its objects of discourse; beyond such an edge, the theory conflicts with its own principles. I conclude with some implications of networking theories for the advancement of mathematics education.

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Comparing theoretical frameworks enacted in experimental research: TELMA experience

Cited by 10 publications

References 1 publication

Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework

Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework

Connecting and Integrating Theoretical Frames: The TELMA Contribution

Connecting theories in mathematics education: challenges and possibilities

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