Scheiner, T. (2019). If we want to get ahead, we should transcend dualisms and foster paradigm pluralism. G. Kaiser, N. Presmeg. Compendium for Early Career Researchers in Mathematics Education 511-531. Switzerland: SpringerOpen. Retrieved from https://doi.org/10.1007/978-3-030-15636-7_27
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.
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