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).
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