• Emphasizing Phenomenology as a Research Paradigm for Interpreting Growth and Development in Mathematics Education

    Author(s):
    Joshua Abah (see profile) , Benjamin Ogbole Abakpa, Abel Okoh Agbo-Egwu
    Date:
    2017
    Group(s):
    Education and Pedagogy
    Subject(s):
    Methodologies, Phenomenological sociology
    Item Type:
    Article
    Tag(s):
    Bracketing, Mathematics Education, Nigeria, phenomenology, Qualitative Research
    Permanent URL:
    http://dx.doi.org/10.17613/M61R69
    Abstract:
    Evidence from researches emanating from Nigeria in the field of mathematics education has revealed an over-reliance on broad methods of empirical inquiry. There seem to be a general stereotypical restriction on approaches to conducting investigation across the noble discipline, thereby stifling the spirit of innovation, open-mindedness and scholarly inquisitiveness. This discourse is premised on the possibility that obtaining better answers to inquiries may rest largely in qualitative approaches that rely more on the subjects of the inquiries than on the preconceptions of the inquirer. Phenomenology as a qualitative approach to research in mathematics education seek to interpret the multiple constituents of consciousness and the numerous cognitive and affective dimensions of the contending issues, trends, progress, prospects and challenges of the profession. In phenomenology, the aim of the researcher is to describe as accurately as possible the phenomenon, reframing from any pre-given framework, but remaining true to the essence as seen from the perspectives of the people involved. The fundamental submission of this paper therefore, is the need to extensively adopt empirical phenomenology to unearth and interpret the growth and development of mathematics education in Nigeria.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    12 months ago
    License:
    All-Rights-Granted
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