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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

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ERIC Number: EJ838939
Record Type: Journal
Publication Date: 2009-May
Pages: 25
Abstractor: ERIC
Reference Count: 60
ISSN: ISSN-0021-8251
Research in Mathematics Education: Multiple Methods for Multiple Uses
Battista, Michael; Smith, Margaret S.; Boerst, Timothy; Sutton, John; Confrey, Jere; White, Dorothy; Knuth, Eric; Quander, Judith
Journal for Research in Mathematics Education, v40 n3 p216-240 May 2009
Recent federal education policies and reports have generated considerable debate about the meaning, methods, and goals of "scientific research" in mathematics education. Concentrating on the critical problem of determining which educational programs and practices reliably improve students' mathematics achievement, these policies and reports focus almost exclusively on experimental/quasi-experimental research. Partly because of this focus, but partly because of adherence to a particular underlying philosophy, these policies and reports advocate an extremely narrow view of "scientific" research. This view excludes many high-quality research methods and a majority of extant mathematics education research studies that can and should be used in efforts to guide and improve mathematics education. In this article, the authors argue that there are numerous rigorous scientific research methods beyond experiments/quasi-experiments, and they illustrate how different types of research are needed for different constituencies and purposes in mathematics education. (Contains 4 figures, 1 table and 9 footnotes.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A