Design-based research in mathematics education: trends, challenges and potential

Fowler, Samuel; Cutting, Chelsea; Fiedler, Sebastian; Leonard, Simon N.

doi:10.1007/s13394-021-00407-5

Cited by 8 publications

(5 citation statements)

References 49 publications

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“…Design-based research (DBR) is a research method that focuses on the development and evaluation of solutions or innovations in real-world contexts, incorporating a process of analysis, design, evaluation, and revision to achieve satisfactory research outcomes, particularly in the field of education (Anderson & Shattuck, 2012;Armstrong et al, 2020;Barab, 2014;Fowler et al, 2023;Sandoval & Bell, 2004). DBR combines theory and practice to create effective and relevant learning designs or interventions for users.…”

Section: Methodsmentioning

confidence: 99%

Developing patterns of students' mathematical literacy processes: Insights from cognitive load theory and design-based research

Asmara,

Waluya,

Suyitno

et al. 2024

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This research aims to develop patterns of students' mathematical literacy processes based on the Cognitive Load Theory (MLCLT). Research using Design-Based Research (DBR) aims to design and develop learning components in the form of resulting learning patterns arranged in 4 stages. The research results show that a CLT-based mathematical literacy process domain pattern has been found. For the aspect of formulating situations mathematically, the pattern of mathematization was produced, and it resulted in some students having good communication skills. For the element of employing mathematical concepts, facts, procedures, and reasoning, the pattern of application was produced, and it showed an increase in students' literacy processes for indicators such as mathematizing, representation, reasoning, argument, devising strategies for solving problems, using symbolic, formal, and technical language and operations, as well as using mathematical tools. The pattern for the aspect of interpreting, applying, and evaluating mathematical outcomes is the reflection pattern. In this pattern, students are already accustomed to having indicators of mathematical literacy processes related to devising strategies for solving problems, using symbolic, formal, and technical language and operations, as well as using mathematical tools so that they can produce real solutions to real-world problems.

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Section: Methodsmentioning

confidence: 99%

Developing patterns of students' mathematical literacy processes: Insights from cognitive load theory and design-based research

Asmara,

Waluya,

Suyitno

et al. 2024

View full text Add to dashboard Cite

show abstract

“…In the area of educational research where collaborative design occurs most frequently, however-the learning sciences with its 'signature' methodology of design-based research [86]-the evidence that the collaboration drives high-quality and sustainable professional learning is sparse. Indeed, reviews of DBR [7,8] show that the essential purpose of a preponderance of DBR projects reported in the literature has been the refinement of the initial and dominant design conjecture. Even in contexts where the dual knowledge outcomes sought through DBR are absent, the use of design thinking in education has been critiqued [87] for a tendency towards reductionism that ignores the interconnectedness and complexity of implementing design knowledge.…”

Section: Complexity Of Sustainable Education and An Arts-based Approa...mentioning

confidence: 99%

“…The use of this framework is not particularly innovative. Over the last two decades, DBR has emerged as the 'signature' research methodology of the subdiscipline of educational research known as the Learning Sciences, although some literature reviews suggest that the use of the methodology is more frequently an aspiration rather than a realisation [7,8]. DBR, which should always be understood as a context-responsive framework and never as a detailed and prescriptive method, calls for the generation of educational knowledge through or alongside the designing of educational practices, resources or environments.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Empathy for Justice: A Methodology for Expansive Teacher Professional Development through Creative Body-Based Learning

Leonard,

Devis,

MacGill

et al. 2023

Sustainability

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This paper reports from a design-based research project seeking to reduce bullying, and so, contribute to the sustainability goal of improving (understanding of) justice. Goals such as this call for holistic and interdisciplinary ways of thinking that are quite at odds with the linear and reductionist epistemologies available with globally dominant ‘neoliberal’ discourses on education and educational decision making. To achieve goals such as improving justice, sustainable education and educators must explore and champion expansive ways of knowing that acknowledge and celebrate the complexity of everyday learning contexts. Responding to this need, this paper presents a case study of how we, as a group of educational designers and teacher educators, have explored how the arts-based pedagogy known as Creative Body-Based-Learning, when coupled with Engeström’s expansive theory of learning, can provide an alternative structure and methodology for teacher professional knowledge production. The paper will also outline the use of the research methodology of computer-aided phenomenography as a means of evaluating this kind of complex learning where simple testing and self-reporting are typically inadequate.

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“…The first is realistic learning or commonly known as realistic mathematics education (RME). [11], [12].RME is an approach in learning mathematics that was adopted from the Netherlands. Realistic Mathematics Education consists of several characteristics.…”

Section: Learning Model Innovation In the Independent Learning Curric...mentioning

confidence: 99%

Innovation of Mathematics Learning Models and Media in Elementary Schools in Kurikulum Merdeka Belajar

Hasanah

2023

KSS

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Mathematics learning aims to build students’ intellectual, creative, and logical mindsets. This goal can be achieved if learning can be carried out optimally. With technological advances in the independent learning curriculum, there needs to be innovations in the implementation of Mathematics learning in elementary schools. This study aims to examine the innovation of mathematics learning models and media in elementary schools in the independent learning curriculum. The method used in this research is a qualitative method of literature study, by reviewing articles of national and international repute. The results of this study indicate that there are several innovations in the mathematics learning model including the realistic mathematical education (RME) model, open minded problem-based learning, STEAM, blended learning, auditory intellectually repetition (AIR), and computational thinking (CT). While innovations in mathematics learning media include environment-based videos, Tinkercad, Arduino, and Chibitronics. Keywords: Mathematics learning innovation, model, media, elementary school

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Design-based research in mathematics education: trends, challenges and potential

Cited by 8 publications

References 49 publications

Developing patterns of students' mathematical literacy processes: Insights from cognitive load theory and design-based research

Developing patterns of students' mathematical literacy processes: Insights from cognitive load theory and design-based research

Enhancing Empathy for Justice: A Methodology for Expansive Teacher Professional Development through Creative Body-Based Learning

Innovation of Mathematics Learning Models and Media in Elementary Schools in Kurikulum Merdeka Belajar

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