Penggunaan Teori dan Kerangka Teori dalam Penyelidikan Pendidikan Matematik
Nik Azis Nik Pa, (2003) Penggunaan Teori dan Kerangka Teori dalam Penyelidikan Pendidikan Matematik. Masalah Pendidikan, 26 . pp. 29-62. ISSN 0126-5024
University of Malaya. Faculty of Education. Dept. of Mathematics and Sciences.
This article examines the literature on the definitions of theory, theoretical framework, and conceptual framework. It asserts that theories operate at different levels and serve different purposes, and argues that adequate theoretical framework for research in mathematics education can be built at the level of macro theory, middle range theory, or micro level theory. The article also discusses the relationship between theory and research, and maintains that theory gives a specific perspective to research by providing guidance for identifying and investigating a research problem. Also, theoretical frameworks can help researchers connect their studies with the works of others. The article asserts that logical structure or conceptual framework provides a justification for the perspective chosen in examining the problem, while the theoretical framework provides a structure that guides research by relying on a specific theory. However, researchers can employ more than one structure to clarify research dimensions. This article notes that researchers who use conceptual frameworks in their studies seem to be referring to theoretical frameworks at the level of micro theory. It asserts that theoretical frameworks and theory building are essential for the vitality and development of research in mathematics education.
|Keywords:||Mathematics, Study and teaching, Educational research|
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