Commentary on Theorizing in mathematics education research: differences in modes and quality
Department of Mathematical Sciences
The University of Montana
Jameson’s critique of post-modernism is used as a general framework to discuss the analysis and recommendations of Jablonka & Bergsten on the different modes of theorizing in mathematics education, as well as their limitations and scope. In particular their arguments for transparency, inter-textuality and development of its inherently discursive nature are closely scrutinized.
Keywords:discursive approaches; post modernism; theories of mathematics education; inter-textuality
AMS Subject Classification: 97
Pre-print of article to appear in – Nordic Studies in Mathematics Education, vol 15, [in press] Pdf (50 KB)