Article Review
In pursuit of practical wisdom in mathematics education research
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Birgisson, G., & Kehle, P. (1999). In
pursuit of practical wisdom in mathematics education research. Nordic Studies in Mathematics Education,
10(4), 2-13.
The author
of this paper believes that teacher and education practitioners do not
acknowledge research enough. He believes that the Journal for Research in
Mathematics Education (JRME) is important for the teachers. It provides them
with the administrator and curriculum consultant during planning (Birgisson,
& Kehle, 1999).
He also
suspects that among the reasons given about the failure of research to concur
with the teachers, the one that has not been addressed adequately is that the
teachers and researchers have agreed upon varied methods of framing the
direction in their knowledge and beliefs about mathematics learning and
teaching.
Schwandt
defined the scientific rationalism as a mode of inquiry that was based on six
principles. The first is that actual knowledge starts at a point where there is
doubt and distrust. The process of doubt is normally a solitary one and one
engages in monological activities. The third principle is that proper knowledge
is acquired when rules and procedures are followed to the latter.
The fourth
principle is that proper knowledge is always based upon justification and
proof. The fifth is that knowledge may be taken as a possession and that
individual who has knowledge has ownership to that knowledge. The last
principle is in the justification of claims to knowledge. There may be no
appeal but only reasoning.
Communicative
rationalism argues against scientific rationalism in three ways. Firstly,
instead of taking the social world as being a place waiting to be discovered,
the rationalists argue that one can only study the world if he is involved
directly within it. Secondly, knowledge about the world does not rely upon
evidence or proof for its practicality. Lastly, we own this knowledge and
incorporate it into our character.
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