Design research in between the past and future: linking the epistemic, ontological, and axiological dimensions of generative projects

Abstract

In this essay, we describe an approach to design research at scale grounded in values of engaging with participants as subjects envisioning possible futures. We build on the idea of ontological synchronization, a process of dialogical attunement guided by the principles of actuality and generativity. We extend the concept by exploring what it could look like within design research in mathematics education, taking a multi-year study conducted with multiple U.S. school system partners as an example. We further argue for design research programs to be evaluated based on their articulation of values; the ontological and epistemic assumptions about the relationships among persons, the world, and disciplinary practices; and programs’ potential to create desirable social futures. Additionally, we offer practical stances for engaging in collaborative research at scale in mathematics education to help ensure that design research generates effective and equitable educational practices in mathematics and contributes to broader societal goals.