January 2023
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4,985 Reads
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4 Citations
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January 2023
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4,985 Reads
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4 Citations
December 2022
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412 Reads
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2 Citations
Theoretical frameworks can be confounding. They are supposed to be very important, but it is not always clear what they are or why you need them. Using ideas from Chaps. 1 and 2 , we describe them as local theories that are custom-designed for your study. Although they might use parts of larger well-known theories, they are created by individual researchers for particular studies. They are developed through the cyclic process of creating more precise and meaningful hypotheses. Building directly on constructs from the previous chapters, you can think of theoretical frameworks as equivalent to the most compelling, complete rationales you can develop for the predictions you make. Theoretical frameworks are important because they do lots of work for you. They incorporate the literature into your rationale, they explain why your study matters, they suggest how you can best test your predictions, and they help you interpret what you find. Your theoretical framework creates an essential coherence for your study and for the paper you are writing to report the study.
December 2022
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1,503 Reads
Every researcher wants their study to matter—to make a positive difference for their professional communities. To ensure your study matters, you can formulate clear hypotheses and choose methods that will test them well, as described in Chaps. 1, 2, 3 and 4. You can go further, however, by considering some of the terms commonly used to describe the importance of studies, terms like significance, contributions, and implications. As you clarify for yourself the meanings of these terms, you learn that whether your study matters depends on how convincingly you can argue for its importance. Perhaps most surprising is that convincing others of its importance rests with the case you make before the data are ever gathered. The importance of your hypotheses should be apparent before you test them. Are your predictions about things the profession cares about? Can you make them with a striking degree of precision? Are the rationales that support them compelling? You are answering the “So what?” question as you formulate hypotheses and design tests of them. This means you can control the answer. You do not need to cross your fingers and hope as you collect data.
December 2022
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119 Reads
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2 Citations
If you have carefully worked through the ideas in the previous chapters, the many questions researchers often ask about what methods to use boil down to one central question: How can I best test my hypotheses? The answers to questions such as “Should I do an ethnography or an experiment?” and “Should I use qualitative data or quantitative data?” are quite clear if you make explicit predictions for what you will find and fully develop rationales for why you made these predictions. Then you need only worry about how to find out in what ways your predictions are right in what ways they are wrong. There is a lot to know about different research designs and methods because these provide the tools you can use to test your hypotheses. But as you learn these details, keep in mind they are means to an end, not an end in themselves.
December 2022
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3,095 Reads
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2 Citations
spiepr Abs1 Every day people do research as they gather information to learn about something of interest. In the scientific world, however, research means something different than simply gathering information. Scientific research is characterized by its careful planning and observing, by its relentless efforts to understand and explain, and by its commitment to learn from everyone else seriously engaged in research. We call this kind of research scientific inquiry and define it as “formulating, testing, and revising hypotheses.” By “hypotheses” we do not mean the hypotheses you encounter in statistics courses. We mean predictions about what you expect to find and rationales for why you made these predictions. Throughout this and the remaining chapters we make clear that the process of scientific inquiry applies to all kinds of research studies and data, both qualitative and quantitative.
December 2022
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132 Reads
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1 Citation
Building on the ideas in Chap. 1, we describe formulating, testing, and revising hypotheses as a continuing cycle of clarifying what you want to study, making predictions about what you might find together with developing your reasons for these predictions, imagining tests of these predictions, revising your predictions and rationales, and so on. Many resources feed this process, including reading what others have found about similar phenomena, talking with colleagues, conducting pilot studies, and writing drafts as you revise your thinking. Although you might think you cannot predict what you will find, it is always possible—with enough reading and conversations and pilot studies—to make some good guesses. And, once you guess what you will find and write out the reasons for these guesses you are on your way to scientific inquiry. As you refine your hypotheses, you can assess their research importance by asking how connected they are to problems your research community really wants to solve.
November 2020
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66 Reads
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14 Citations
Journal for Research in Mathematics Education
March 2020
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125 Reads
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3 Citations
International Journal of Science and Mathematics Education
Significant research in science and mathematics education should advance the field’s knowledge and understanding of the teaching and learning of science and mathematics. How, then, should the significance of a research question in science and mathematics education be assessed? And, when disseminating the findings of research, how should the significance of the research questions be communicated? In this study, we analyzed peer reviews to answer these questions. Our analysis revealed the main issues peer reviewers identify about research questions and the ways they are communicated during the dissemination of research. The findings provide insights for new and experienced researchers about communicating the significance of research questions, and they also illustrate how reviewer comments in peer-reviewed journals can provide a window into the field’s frontiers.
January 2020
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294 Reads
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9 Citations
Journal for Research in Mathematics Education
(...) In this editorial, we discuss the first of the five overarching problems: defining and measuring learning opportunities precisely enough to study how to maximize the quality of the opportunities experienced by every student.
January 2019
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212 Reads
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41 Citations
Journal for Research in Mathematics Education
We concluded our November editorial (Cai et al., 2018b) with a promise to consider research paradigms that could bring us closer to the new world we have envisioned where research is intertwined with practice. We will call the paradigms we have in mind research pathways to avoid the range of complicated connotations often applied to the term paradigm . By research pathways in education, we mean the collection of assumptions that define the purposes of educational research, the principles that differentiate research from other educational activities, and the guidelines for how research should be conducted.
... Although, when defining 'importance' they use almost the exact phrases and examples that Evans et al. (2014) use to define significance. Hiebert et al. (2023) suggest that the importance of our research is judged by its "significance, contributions, and implications" (p. 106). ...
January 2023
... Nevertheless, studies examining science communication training programs should consider incorporating relevant theoretical frameworks into their approach. Benefits of this include generalizability to other training programs and contexts, providing structure for organizing and guiding research, making informed predictions about future events or outcomes, contextualizing findings to draw connections between different studies, integrating new findings with existing knowledge, providing a reference point for challenging new ideas, and offering insights and solutions to real-world problems (e.g., Hiebert et al., 2023;Rocco & Plakhotnik, 2009;Sacred Heart University, 2020). ...
December 2022
... Specifically, the theoretical framework is needed to guide study design and data analysis. Researchers create hypotheses to explain their findings, connect factors, and make predictions (Hiebert et al., 2022). Additionally, the researcher explains the theoretical underpinnings of their research inside a theoretical framework, proving the relevance and foundation of their project topic (Luft et al., 2022). ...
December 2022
... Mathematics education researchers (MERs) are encouraged to work on interdisciplinary projects to advance the discipline of mathematics education (e.g., Bakker et al., 2021;Cai et al., 2020). Mathematics education is a discipline with specific objects of inquiry and practices that evolve over time . ...
November 2020
Journal for Research in Mathematics Education
... Recognizing the common concerns around the rigor of CS education research (Al-Zubidy et al., 2016;Heckman et al., 2022), which Lishinski et al. (2016) claim is caused by CS research being undertaken by teachers that lack formal training in research methods and theory, the methodological credibility of each article was also assessed. Relating to research question three, this evaluation ensured that the methods that each researcher claimed to be using were justified and applied appropriately (Nkwake, 2015) and highlighted areas where researchers can raise the thoroughness, trustworthiness, replicability and validity of research within this field (Cai et al., 2020;Dodgson, 2020;Lishinski et al., 2016). Any methodological issues and discrepancies in the articles are highlighted within the results section. ...
March 2020
International Journal of Science and Mathematics Education
... Le besoin de différencier et de prendre en compte les connaissances et les progrès de chaque élève est intrinsèque à l'enseignement de la résolution de problèmes mathématiques (Assude et al., 2018). Cela demande de mettre en place des situations qui créent des occasions d'apprentissage pour l'ensemble des élèves (Cai et al., 2020). ...
January 2020
Journal for Research in Mathematics Education
... In fact, they are nearly opposite, Cai et al. (2020) view implementations of innovation as cases of replication, and we view replication by teachers as implementations of research. However, we feel that replication by teachers is Implementation and Replication Studies in Mathematics Education 4 (2024) 243-281 well aligned with the ideas underlying replimentation, voiced in other editorials by Cai et al. (2017Cai et al. ( , 2018aCai et al. ( ,b, 2019, calling to blur the border between research and practice (Cai et al, 2017), to reconceptualize the roles of researchers and teachers to bring research closer to teaching (Cai et al., 2018b), and to seek research pathways that connect research and practice (Cai et al., 2019). Some of the teachers' findings are highly innovative, and this new kind notion of replimentation can be seen as a practice that generates new knowledge that is relevant for both teachers and researchers. ...
January 2019
Journal for Research in Mathematics Education
... Many have attributed the limited effectiveness of PD to the persistent disconnect between research and practice [1,2]. Factors contributing to this disconnect include inattention to teachers' actual instructional problems, ignorance of the grain size of information teachers need in order to improve their practice, an insufficient understanding of the influence of local contexts, and a culture of professional development that perpetuates a narrow view of teacher and researcher roles [3,4]. Mathematics Studio, a local adaptation of lesson study, has the potential to bridge the research-to-practice divide by positioning teachers as researchers of their own practice. ...
November 2018
Journal for Research in Mathematics Education
... Inquirybased professional development communities (IPDCs) represent a way of organizing the partnership between researchers and practitioners to improve the quality of mathematics instruction (Cobb et al., 2003). In mathematics education, the collaboration between teachers and educational researchers around inquiry in IPDCs has become an increasingly widespread form of RPP (Cai et al., 2018;Coburn et al., 2013;Farrel et al., 2022). IPDCs involve mathematics teachers and researchers in collaborative work around educational research across boundaries of their respective cultural, professional, and organizational orientations, exchanging ideas from research and practice and learning from and with each other through this collaboration (Farrel et al., 2022;Pinto & Koichu, 2021). ...
July 2018
Journal for Research in Mathematics Education
... Teachers work under a wide variety of contextual conditions, and it is expected that their instruction will differ from one another and from the written curriculum, even when implementing the same lesson plan (Cai et al. 2018). One goal of this study is to illuminate comparisons between the written and enacted lesson plans with ALNs across different contextual conditions. ...
May 2018
Journal for Research in Mathematics Education