Publication Date

2019

Abstract

In this chapter, I argue for the importance of transcending dualisms and using multi-paradigm perspectives when examining phenomena and issues in mathematics education. I begin by exploring the philosophical bases—ontological, epistemological, axiological, and methodological—underlying three major paradigms in mathematics education research: the modernist (post-)positivist paradigm, the post-modernist interpretive paradigm, and the post-modernist transformative paradigm. Then, I present three modes of thinking that enable researchers to deal with multiple paradigms: dualistic thinking, dialogical thinking, and dialectical thinking. I adopt the dialectical mode of thinking to blend the modernist and post-modernist paradigms with respect to an ontological opposition (mind-world duality) and an epistemological opposition (objectivity-subjectivity duality) prevalent in the literature. A new paradigm begins to emerge from this blend, one which transcends these dualities to better interpret phenomena and issues in mathematics education.

School/Institute

Institute for Learning Sciences and Teacher Education

Document Type

Open Access Book Chapter

Access Rights

Open Access

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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