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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/15183

Title: Theories of mathematics education: is plurality a problem?
Authors: Lerman, Stephen
Issue Date: 2010
Publisher: © Springer-Verlag Berlin Heidelberg
Citation: LERMAN, S., 2010. Theories of mathematics education: is plurality a problem? Theories of Mathematics Education: Is Plurality a Problem? New York: Springer-Verlag Berlin Heidelberg, pp.99-109.
Abstract: In this chapter I examine empirically the diversity of theories in our field, based on a detailed study carried out recently, and I draw on the sociological theories of Basil Bernstein to relate the developments to the nature of intellectual communities and their productions. In particular, I suggest that the multiplicity and divergence are not surprising nor are they necessarily damaging to the field. I end by discussing concerns about accountability in relation to research in education.
Description: This paper is closed access.
Version: Accepted for publication
DOI: 10.1007/978-3-642-00742-2_11
URI: https://dspace.lboro.ac.uk/2134/15183
Publisher Link: http://dx.doi.org/10.1007/978-3-642-00742-2_11
ISBN: 9783642007415
Appears in Collections:Closed Access (Mathematics Education Centre)

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