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The Task‐Technique Matrix: An Alternative System for Classifying Research in Mathematics Education
Author(s) -
Donoghue Eileen F.
Publication year - 1999
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1999.tb17444.x
Subject(s) - schema (genetic algorithms) , task (project management) , mathematics education , categorization , computer science , scope (computer science) , matrix (chemical analysis) , mathematics , artificial intelligence , machine learning , engineering , materials science , systems engineering , composite material , programming language
This paper introduces a schema for classifying research in mathematics education that deepens and extends the Romberg/Bourne model. It employs dual hierarchical systems, one relating to the research task and the other to the research technique. The six task categories—descriptive, interpretive, prescriptive, analytic, synthetic, and theoretic—are defined with respect to breadth, depth, and scope of a study. The six technique categories—reflective, referential, evidential, clinical, empirical, and experimental—are defined in terms of utilization of resources and design intentions of the investigator. The pairing of task categories with technique categories permits the creation of a classification matrix for research in mathematics education. By examining the location of studies within this task‐technique matrix, both producers and consumers of research in mathematics education can discern historical trends influencing current and future investigations.