My name is Blessing i am a young lady with a kind and open heart, I enjoy my life,but life can't be complete if you don't have a person to share it with. blessing_11111@yahoo.com
Beauty Functionality Power to express succinctly Power to generalise Abstraction Geometric Numeric Infinity Logic Statistical Limits Simplicity Complexity A language Algebraic Infinitessimals Graphs Power to explain Proof Probability Calculus Structures
Pring Carr and Kemmis Lincoln and Guba How does mathematics education fit within here? Davis & Hersch
7.
What are your epistemological and ontological positions?
What kinds of ethical issues are likely to be involved?
What kinds of knowledge? What IS? Do you seek objectivity? What kinds of interpretations are likely to be involved and how do you expect to deal with them? What questions of bias might arise? Do you expect to address human issues and values, and if so what is your stance on these?
‘ the study of a social situation with a view to improving the quality of action within it’. It aims to feed practical judgement in concrete situations, and the validity of the ‘theories’ or hypotheses it generates depends not so much on ‘scientific’ tests of truth, as on the usefulness in helping people to act more intelligently and skillfully …. In action research ‘theories’ are not validated independently and then applied to practice. They are validated through practice’ (1991, p. 69).
Bassey, M. (1999) Case Study Research in Educational Settings. Buckingham: Open University Press
BERA (2004). Revised Ethical Guidelines for educational research. On-line. http://www.bera.ac.uk/publications/pdfs/ETHICA1.PDF [01.03.06]
Bryman, A. (2001) Social Research Methods . Oxford: Oxford University Press.
Carr, W. and Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research . London: Falmer Press
Davis, P. J. And Hersh, R. (1981) The Mathematical Experience. London: Penguin
Elliott, J. (1991) Action Research for Educational Change . Buckingham: Open University Press
Gorard, S. (2001) Quantitative Methods in Educational Research . London: Continuum
Lincoln, Y. S. & Guba, E. G. (2000).Paradigmatic controversias, contradictions and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.) Handbook of Qualitative Research , 2nd Edition pp. 163-188. London: Sage.
Mason, J. & Waywood, A. (1996). The Role of Theory in Mathematics Education and Research. In A. Bishop et al., International Handbook of Mathematics Education . Dordrecht: Kluwer
Miles, M. B. & Huberman, A. N. (1994 ).Qualitative Data Analysis: An expanded sourcebook . Second Edition. London: Sage
Pring, R. (2000) Philosophy of Educational Research . London: Continuum
Sierpinska, A. & Lerman, S. (1996). Epistemologies of Mathematics and Mathematics Education. In A. Bishop et al., International Handbook of Mathematics Education . Dordrecht: Kluwer
Stenhouse, L. (1979). Research as a basis for teaching: Inaugural Lecture, University of East Anglia, February, 1979. In L. Stenhouse (1983) Authority,Education and Emancipation. London: Heinemann Educational, pp. 177-195. Reprinted in Ruddock, J. and Kopkins, D. (1985). Research as a basis for teaching: Readings from the work of Lawrence Stenhouse. Pp 113-128.
Teppo, A. (1998) (Ed.) Qualitative Research Methods in Mathematics Education. Journal for Research in Mathematics Education, Monograph Number 9 . Reston, Va: National Council of Teacher of Mathematics.
Wagner, J. (1997). The unavoidable intervention of educational research: a framework for reconsidering researcher-practitioner cooperation. Educational Researcher, 26 (7) pp. 13-22
My name is Blessing
i am a young lady with a kind and open heart,
I enjoy my life,but life can't be complete if you don't have a person to share it
with. blessing_11111@yahoo.com
Hoping To Hear From You
Yours Blessing