Abstract

This article addresses the issue of the plurality of theories and perspectives in education research, and introduces postperspectival theory as a means to work with this plurality. Three pieces of research are discussed, all focusing on children’s learning of numbers, one taking a cognitivist perspective, the other two a more sociocultural perspective. Drawing on poststructuralist theory, the article addresses questions of how we make sense of research from multiple perspectives – in particular, how researchers might respond to apparent contradictions that arise when working across perspectives. A proposal for a means of working towards a synthesis of theory, using the example of children’s learning of number, is proposed. An argument is made that a postperspectival approach is first of all possible, and secondly an important tool in the construction in the development and application of educational theory.

Citation

Jay, T. (2013). The possibility and importance of postperspectival working. Educational Research Review, 9(1), 34-46. Elsevier Ltd. Retrieved March 24, 2023 from https://www.learntechlib.org/p/197468/.

Keywords

• learning theory
• mathematics education
• Perspective
• Poststructuralism