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Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework

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Abstract

The article contributes to the ongoing discussion on ways to deal with the diversity of theories in mathematics education research. It introduces and systematizes a collection of case studies using different strategies and methods for networking theoretical approaches which all frame (qualitative) empirical research. The term ‘networking strategies’ is used to conceptualize those connecting strategies, which aim at reducing the number of unconnected theoretical approaches while respecting their specificity. The article starts with some clarifications on the character and role of theories in general, before proposing first steps towards a conceptual framework for networking strategies. Their application by different methods as well as their contribution to the development of theories in mathematics education are discussed with respect to the case studies in the ZDM-issue.

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Acknowledgments

This article has grown within fruitful discussions in the Working Group 11 at CERME 4 and 5 and even more intense discussions with Michèle Artigue, Marianna Bosch, Tommy Dreyfus, Stefan Halverscheid, Agnès Lenfant, Ivy Kidron, Kenneth Ruthven and Cristina Sabena. Many ideas arose in the common work and are now presented in this article, although the authors are not able to assign them to their original contributors anymore. Hence, all of the above mentioned people have an important part in the development of this article.

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Authors and Affiliations

  1. IEEM, University of Dortmund, Dortmund, Germany

    Susanne Prediger

  2. University of Bremen, Bremen, Germany

    Angelika Bikner-Ahsbahs

  3. University of Turin, Turin, Italy

    Ferdinando Arzarello

Authors
  1. Susanne Prediger
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  2. Angelika Bikner-Ahsbahs
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  3. Ferdinando Arzarello
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Correspondence to Susanne Prediger.

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Prediger, S., Bikner-Ahsbahs, A. & Arzarello, F. Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework. ZDM Mathematics Education 40, 165–178 (2008). https://doi.org/10.1007/s11858-008-0086-z

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  • DOI: https://doi.org/10.1007/s11858-008-0086-z

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