What Is Research in Mathematics Education

Despite the fact that mathematics education is becoming recognized as a topic of scientific inquiry and scientific discipline. Nevertheless, there is no agreement on what it takes to be a mathematics educator. Furthermore, there is growing intolerance among different groups in terms of quality and standards for publications that should be allowed into mathematics education research. Sierpinsk et al. (1993) investigate mathematical research issues that arise both within and beyond the realm of mathematical education.

The object of study in mathematical education research, according to Sierpinsk et al. (1993), is the relationship between learning, knowledge, and teaching. They argue that striking a balance between pragmatic and fundamental scientific aims provides researchers with a broader understanding of mathematical science and how it relates to other disciplines like economics, cognitive science, and pedagogy. Moreover, there is need to develop mathematical education to recognize scientific research field. The aim of research questions assume the possibility of development of professional knowledge and successful teaching. Mathematical education relies on other fields like pedagogy and others. However, its problems cannot be viewed as imported from other fields. The research questions stem directly from practice teaching and research.

Identification and classification of the difficulties of conduct mathematical education research vary depending on the underlying aims of the study. However, the use of practical problems and research related problems will help in understanding the underlying issues. Sierpinsk et al. (1993) argue that the results from mathematical education research are directly or indirectly related to the problematique and the theoretical framework from which it was obtained. Results are categorized into long time observations and experience and those from specially mounted studies. However, they are both based on observation and experience.

Although hierarchies may vary and researchers may not be asking similar questions, scientific research should be based on empirical investigation. Also, the justification and validation techniques should be used to distinguish scientific methods. Results are categorized to economizers of thought, demolizers of illusion or energizers of practice. The truth, validity, and relevance of knowing and understanding the knowledge of mathematics may help in answering the questions.

Reference

Sierpinska, A., Kilpatrick, J., Balacheff, N., Howson, A. G., Sfard, A., & Steinbring, H. (1993). What Is Research in Mathematics Education, and What Are Its Results?. Journal for Research in mathematics education, 24(3), 274-278.