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Using Design Research and History to Tackle a Fundamental Problem with School Algebra pp 87–114 Cite as

Review of Pertinent Literature

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Part of the History of Mathematics Education book series (HME)

This chapter frames the main study described in this book in terms of the theoretical positions of Charles Sanders Peirce, Johann Friedrich Herbart, and Gina Del Campo and Ken Clements. Peirce’s tripartite position on semiotics (featuring signifiers, interpretants, and signifieds), Herbart’s theory of apperception, and Del Campo and Clements’s theory of complementary receptive and expressive modes of communication, were bundled together to form a hybrid theoretical position which gave direction to the study. The chapter closes with careful statements of six research questions which emerged not only from consideration of the various literatures, but also from a knowledge of practicalities associated with the research site, from our historical analysis of the purposes of school algebra, and from our review of the literature.

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Department of Mathematics Sciences, University of Wisconsin–Stevens Point, Stevens Point, WI, USA

Sinan Kanbir

Department of Mathematics, Illinois State University, Normal, IL, USA

M. A. (Ken) Clements & Nerida F. Ellerton

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Kanbir, S., Clements, M.A.(., Ellerton, N.F. (2018). Review of Pertinent Literature. In: Using Design Research and History to Tackle a Fundamental Problem with School Algebra. History of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-59204-6_5

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Pertinent Literature: Research Management: Vol 24, No 2
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Review of Pertinent Literature
This chapter frames the main study described in this book in terms of the theoretical positions of Charles Sanders Peirce, Johann Friedrich Herbart, and Gina Del Campo and Ken Clements
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