Disciplinary differences between cognitive psychology and mathematics education: A developmental disconnection syndrome. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016)
Author(s) / Creator(s)
Berch, Daniel B.
Abstract / Description
As the participants in this collaborative exercise who are mathematics education researchers espouse a cognitive perspective, it is not surprising that there were few genuine disagreements between them and the psychologists and cognitive neuroscientists during the process of generating a consensual research agenda. In contrast, the prototypical mathematics education researcher will mostly likely find the resulting list of priority open questions to be overly restrictive in its scope of topics to be studied, highly biased toward quantitative methods, and extremely narrow in its disciplinary perspectives. It is argued here that the fundamental disconnects between the epistemological foundations, theoretical perspectives, and methodological predilections of cognitive psychologists and mainstream mathematics education researchers preclude the prospect of future productive collaborative efforts between these fields. [Commentary on: Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., . . . Weber, K. (2016). Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. doi:10.5964/jnc.v2i1.10]
Persistent Identifier
Date of first publication
2016-04-29
Journal title
Journal of Numerical Cognition
Volume
2
Issue
1
Page numbers
42–47
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
notReviewed
Is version of
Citation
Berch, D. B. (2016). Disciplinary differences between cognitive psychology and mathematics education: A developmental disconnection syndrome. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016). Journal of Numerical Cognition, 2(1), 42–47. https://doi.org/10.5964/jnc.v2i1.23
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Author(s) / Creator(s)Berch, Daniel B.
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PsychArchives acquisition timestamp2018-11-21T11:42:39Z
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Made available on2018-11-21T11:42:39Z
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Date of first publication2016-04-29
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Abstract / DescriptionAs the participants in this collaborative exercise who are mathematics education researchers espouse a cognitive perspective, it is not surprising that there were few genuine disagreements between them and the psychologists and cognitive neuroscientists during the process of generating a consensual research agenda. In contrast, the prototypical mathematics education researcher will mostly likely find the resulting list of priority open questions to be overly restrictive in its scope of topics to be studied, highly biased toward quantitative methods, and extremely narrow in its disciplinary perspectives. It is argued here that the fundamental disconnects between the epistemological foundations, theoretical perspectives, and methodological predilections of cognitive psychologists and mainstream mathematics education researchers preclude the prospect of future productive collaborative efforts between these fields. [Commentary on: Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., . . . Weber, K. (2016). Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. doi:10.5964/jnc.v2i1.10]en_US
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Publication statuspublishedVersion
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Review statusnotReviewed
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CitationBerch, D. B. (2016). Disciplinary differences between cognitive psychology and mathematics education: A developmental disconnection syndrome. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016). Journal of Numerical Cognition, 2(1), 42–47. https://doi.org/10.5964/jnc.v2i1.23en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1233
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1425
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v2i1.23
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Dewey Decimal Classification number(s)150
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TitleDisciplinary differences between cognitive psychology and mathematics education: A developmental disconnection syndrome. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016)en_US
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DRO typearticle
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Issue1
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Journal titleJournal of Numerical Cognition
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Page numbers42–47
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Volume2
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Visible tag(s)Version of Record