Trying to understand design research + visiting guests from Luleå
Time: 1:00 PM - 2:30 PM
Location: Naturvetarhuset, NA480
The event is for: employees
Abstract (for part 1)
A few weeks ago, Johan Lithner held a seminar on “Scientific base for educational design?” The seminar on the 14th of February is somewhat related to Johan’s seminar.
In trying to understand design research I have conducted a literature review using articles published in seven top ranked journals on mathematics education in 2000-2016. This has been (and still is) a methodological challenge. The aim is to characterize design principles for teaching, framed as goals-claims-arguments, aiming to enhance students’ learning in mathematics, especially problem-solving and reasoning. Claims that emerged in how to reach stipulated goals were e.g. scaffolding and emerging modelling. The recurring theoretical arguments used were based on Theories of Didactical Situations, Real Mathematics Education, Hypothetical Learning Trajectories, and theories connected to scaffolding and Zone of Proximal Development.
Another way I am trying to understand design research, is by conducting research within the design research paradigm. In a LICR-project, the research group is, together with a group of teachers, developing a teacher-guide. By taking our departure from a teaching design principle we are developing a teacher-guide that is intended to function as an aid for teachers to support students’ CMR task-solving.
To establish a common ground, I will characterize teaching design research and give examples from ongoing research.