This article focuses on the criticisms of current approaches in educational research methodology. It summarizes rationales for mixed methods and argues that the mixing quantitative paradigm and qualitative paradigm is problematic due to practical and philosophical arguments. It is also indicated that the current rise of mixed methods work has increased problems with quantitative and qualitative methods. In this article we offer a different symbolic system, with different logical form for describing educational phenomena based on the philosophical assumptions and new mathematical reasoning: para-quantitativism. Para-quantitative theory is an approach which has been developed in respect to close relationship between paradigm and method, using a postpositivist transcendental realism as a philosophical beginning of the research methodology, taking Operational Logic System or Fuzzy Logic System (OLS/FLS) as logic of scientific research in education.