Theoretical Aspects of Doing Research in Mathematics Education: An Argument for Coherence

Abstract

One of the hardest tasks for new researchers, actually all researchers throughout their careers, is what theory to use to inform their work, and how to work with theory. In this chapter I try to set out what theory is for, in research, and what are the challenges for theory choices. I indicate that we are in a period of proliferation of theories, one from which there is no going back, if indeed there was ever a time without such choices being faced. I look on this proliferation as positive for our work, not a hindrance to progress, as some in our field believe. I am not aiming for an encyclopaedic approach, a full list of all theories and how they might inform research. Were I to attempt such a task new theories would have emerged before the chapter appears in print. I try to explain how that happens, in this chapter. Instead I take a position in relation to theory, a position that informs the writing of the whole chapter; I look for coherence of theoretical work, as it informs research.