Abstract
This article explores the idea that theoretical approaches might be usefully compared in terms of the ways in which they lead researchers to construe commonsense classroom problems. It reports an experience when one such problem was posed to a range of researchers with different theoretical backgrounds. They were invited to propose an answer, and to reframe the classroom problem as a research problem. As anticipated, responses adopted particular theoretical perspectives that “privileged” certain objects of study and modes of explanation. Nevertheless, where responses did appeal to a common theoretical perspective, sometimes used in combination with others, there could be quite sharp differences in conceptualisation, proposed action, and research intention.
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Acknowledgments
This article would not have been written without Kenneth Ruthven who co-led the experience itself and accompanied the development of the paper with critical discussion and ideas. Also Marianna Bosch and the reviewers have significantly contributed to the process by challenging comments and questions. I thank all of them!
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Prediger, S. How are theoretical approaches expressed in research practices? A report on an experience in comparing theoretical approaches with respect to the construction of research problems. ZDM Mathematics Education 40, 277–286 (2008). https://doi.org/10.1007/s11858-008-0076-1
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DOI: https://doi.org/10.1007/s11858-008-0076-1