ERIC Number: ED478319
Record Type: RIE
Publication Date: 2000
Paradigms for Teacher-Centered, Classroom-Based Research.
Doerr, Helen M.; Tinto, Patricia P.
This chapter elaborates on some guidelines for and methodological variations of action research approaches to the study and creation of change in mathematics education. Focus is on the interplay between evolving research on and change in mathematics practice that occurred in schools and classrooms of experienced high school mathematics teachers. It begins with a discussion of two issues: the role and relationship of the teacher and the researcher, and the nature of the knowledge that is generated by practitioner research and how it is made public. Through examination of these two issues, two of the dilemmas posed by the action research paradigm are explored and some guiding principles for the design of action research projects and the specific methodological approaches taken in three particular studies are described. Offers a critical perspective on any action research project. (KHR)
Descriptors: Action Research, Educational Change, Mathematics Education, Participatory Research, Research Design, Research Methodology, Secondary Education, Teacher Researchers
Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com.
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p403-27.