Bridging psychology and mathematics education: Reflections on boundary crossing
Author(s) / Creator(s)
Alibali, Martha W.
Knuth, Eric J.
Abstract / Description
Collaborations between psychology and mathematics education have the potential to yield progress on critical questions about the teaching and learning of mathematics. In this paper, we describe our experience of collaborating at this boundary. We have found that collaboration has many benefits: it strengthens the research, it is professionally enriching, and it brings novel perspectives to disciplinary communities. However, collaboration is also challenging, because different views about the nature of knowledge and the aims of inquiry can be difficult to bridge. Collaboration can also raise difficult questions about professional identity. We consider several factors that are critical to success in interdisciplinary collaboration, including methodological openness, a broad view of what constitutes “basic” and “applied” research, and an appreciation for diverse perspectives and varying levels of analysis. We close by offering some advice for others who wish to collaborate at the boundary of psychology and mathematics education.
Keyword(s)
collaboration interdisciplinary work mathematics learning mathematics educationPersistent Identifier
Date of first publication
2018-06-07
Journal title
Journal of Numerical Cognition
Volume
4
Issue
1
Page numbers
09–18
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Alibali, M. W., & Knuth, E. J. (2018). Bridging psychology and mathematics education: Reflections on boundary crossing. Journal of Numerical Cognition, 4(1), 09–18. https://doi.org/10.5964/jnc.v4i1.111
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Author(s) / Creator(s)Alibali, Martha W.
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Author(s) / Creator(s)Knuth, Eric J.
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PsychArchives acquisition timestamp2018-11-21T11:42:52Z
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Made available on2018-11-21T11:42:52Z
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Date of first publication2018-06-07
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Abstract / DescriptionCollaborations between psychology and mathematics education have the potential to yield progress on critical questions about the teaching and learning of mathematics. In this paper, we describe our experience of collaborating at this boundary. We have found that collaboration has many benefits: it strengthens the research, it is professionally enriching, and it brings novel perspectives to disciplinary communities. However, collaboration is also challenging, because different views about the nature of knowledge and the aims of inquiry can be difficult to bridge. Collaboration can also raise difficult questions about professional identity. We consider several factors that are critical to success in interdisciplinary collaboration, including methodological openness, a broad view of what constitutes “basic” and “applied” research, and an appreciation for diverse perspectives and varying levels of analysis. We close by offering some advice for others who wish to collaborate at the boundary of psychology and mathematics education.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationAlibali, M. W., & Knuth, E. J. (2018). Bridging psychology and mathematics education: Reflections on boundary crossing. Journal of Numerical Cognition, 4(1), 09–18. https://doi.org/10.5964/jnc.v4i1.111en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1281
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1473
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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.v4i1.111
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Keyword(s)collaborationen_US
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Keyword(s)interdisciplinary worken_US
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Keyword(s)mathematics learningen_US
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Keyword(s)mathematics educationen_US
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Dewey Decimal Classification number(s)150
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TitleBridging psychology and mathematics education: Reflections on boundary crossingen_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 numbers09–18
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Volume4
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Visible tag(s)Version of Record