%0 Journal Article %1 lesh2005mathematics %A Lesh, Richard %A Sriraman, Bharath %D 2005 %I Springer %J ZDM %K asld-book dbr design designapproaches education ldg learning learningdesigngrid mathematics research science %N 6 %P 490-505 %T Mathematics education as a design science %U http://www.math.umt.edu/sriraman/44_ZDM2005.pdf %V 37 %X We propose re-conceptualizing the field of mathematics education research as that of a design science akin to engineering and other emerging interdisciplinary fields which involve the interaction of “subjects”, conceptual systems and technology influenced by social constraints and affordances. Numerous examples from the history and philosophy of science and mathematics and ongoing findings of M& M research are drawn to illustrate our notion of mathematics education research as a design science. Our ideas are intended as a framework and do not constitute a “grand” theory (see Lester, 2005, this issue). That is, we provide a framework (a system of thinking together with accompanying concepts, language, methodologies, tools, and so on) that provides structure to help mathematics education researchers develop both models and theories, which encourage diversity and emphasize Darwinian processes such as: (a) selection (rigorous testing), (b) communication (so that productive ways of thinking spread throughout relevant communities), and (c) accumulation (so that productive ways of thinking are not lost and get integrated into future developments).

@article{lesh2005mathematics, abstract = {We propose re-conceptualizing the field of mathematics education research as that of a design science akin to engineering and other emerging interdisciplinary fields which involve the interaction of “subjects”, conceptual systems and technology influenced by social constraints and affordances. Numerous examples from the history and philosophy of science and mathematics and ongoing findings of M& M research are drawn to illustrate our notion of mathematics education research as a design science. Our ideas are intended as a framework and do not constitute a “grand” theory (see Lester, 2005, this issue). That is, we provide a framework (a system of thinking together with accompanying concepts, language, methodologies, tools, and so on) that provides structure to help mathematics education researchers develop both models and theories, which encourage diversity and emphasize Darwinian processes such as: (a) selection (rigorous testing), (b) communication (so that productive ways of thinking spread throughout relevant communities), and (c) accumulation (so that productive ways of thinking are not lost and get integrated into future developments).}, added-at = {2011-06-28T00:15:21.000+0200}, author = {Lesh, Richard and Sriraman, Bharath}, biburl = {https://www.bibsonomy.org/bibtex/22a92995485e45d76aa61b70df65b1b94/yish}, interhash = {7baad2b1c46f8d7f5a013845cfa71499}, intrahash = {2a92995485e45d76aa61b70df65b1b94}, journal = {ZDM}, keywords = {asld-book dbr design designapproaches education ldg learning learningdesigngrid mathematics research science}, number = 6, pages = {490-505}, publisher = {Springer}, timestamp = {2012-01-05T14:31:04.000+0100}, title = {Mathematics education as a design science}, url = {http://www.math.umt.edu/sriraman/44_ZDM2005.pdf}, volume = 37, year = 2005 }