Phenomenological Approach and Bakhtinian Dialogism: Epistemological Tensions and Methodological Responses

Abstract: In this article, I develop a methodological reflection based on research concerning the role of the history of mathematics in the context of pre-service teacher training. The purpose of the study was to describe the experience of six prospective secondary school mathematics teachers engaged in the reading of historical texts in a history of mathematics course. In the process of research, epistemological tensions emerged between, on the one hand, the need to account for a portion of the participants' intimate personal experience by deploying a phenomenological approach, and on the other hand, the convocation of a historical-cultural perspective of mathematics education focusing on social interaction and artifacts. The answers formulated in response to these epistemological tensions were methodological. I analyze in what way these tensions played a reflexive and emulator role developing both the research methodology and an innovative description adapted to the context of the study, i

Angaben zum Objekt

• Weitere Titel: Phänomenologie und Bachtins Dialogismus: epistemologische Spannungen und methodologische Lösungen
• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource
• Sprache: Englisch
• Anmerkungen: Veröffentlichungsversion ; begutachtet (peer reviewed) ; In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 22 (2021) 1

Klassifikation und Themen

• Klassifikation: Philosophie

Beteiligte, Orts- und Zeitangaben

• Ereignis: Veröffentlichung
• (wo): Mannheim
• (wer): SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V.
• (wann): 2021
• Urheber: Guillemette, David

Weitere Informationen

• DOI: 10.17169/fqs-22.1.3544
• URN: urn:nbn:de:101:1-2022090812543420671345
• Rechteinformation: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Letzte Aktualisierung: 25.03.2025, 13:49 MEZ