Abstract
Cognitive analyses are typically used to study individuals, whereas social
analyses are typically used to study groups. In this article, I make a
distinction between what one is looking with!one’s theoretical
lens!and what one is looking at!e.g., an individual or a group!. By
emphasizing the former, I discuss social analyses of individuals and
cognitive analyses of groups, additional analyses that can enhance
mathematics education research. I give examples of each and raise questions
about the appropriateness of such analyses.
analyses are typically used to study groups. In this article, I make a
distinction between what one is looking with!one’s theoretical
lens!and what one is looking at!e.g., an individual or a group!. By
emphasizing the former, I discuss social analyses of individuals and
cognitive analyses of groups, additional analyses that can enhance
mathematics education research. I give examples of each and raise questions
about the appropriateness of such analyses.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 43-49 |
| Number of pages | 7 |
| Journal | PNA |
| Volume | 6 |
| Issue number | 2 |
| State | Published - 2012 |
Keywords
- Constructivism
- Emergent perspective
- Social theory
- Research methodology
- learning theory