History of Spanish Mathematics Education Focusing on PhD Theses     

Mónica Vallejo-Ruiz  Antonio Fernández-Cano  Manuel Torralbo  Alexander Maz  Luis Rico 《International Journal of Science and Mathematics Education》2008,6(2):313-327

This article offers an overview of mathematics education in Spain, analyzing the production of PhD theses over the last 30 years. This period has been divided into four cycles that describe the evolution of Spanish research in the field of mathematics education, together with changes in university and social politics. This paper also includes a forecast of the number of theses that will be produced over the next 7 years, thus predicting the future progress and development of this area of research.  相似文献   

A narrative review of Greek myths as interpretative metaphors in educational research and evaluation     

Antonio Fernández-Cano  Manuel Torralbo  Mónica Vallejo  Inés M. Fernández-Guerrero 《Educational Research Review》2012,7(3):238-248

This paper reviews a series of Greek myths put forward as cultural narratives that could be used as metaphors or interpretative similes for explanatory and evaluative purposes in educational research and evaluation. These myths have been used in educational research literature, and most of them were found by carrying out an exhaustive search of that literature. In particular, the paper discusses Procrustes, referring to the use of arbitrary evaluative standards; the myth of Mentor, the embodiment of the researcher as facilitator/improver for new, inexperienced researchers; Prometheus, or the archetype of the self-sacrificing researcher; Periphetes, representing the evaluator who is cruel through incompetence; Sisyphus, symbolising the researcher’s anxiousness to achieve his goals; and Ulysses, an archetype for qualitative research.These myths are still absolutely relevant today, after more than 20 centuries, and can be used as powerful explicative frameworks of phenomena in the field of educational research and evaluation. By using myths to interpret educational phenomena, one reconnects contemporary qualitative educational enquiry with its ancient predecessor forms of meaning making.  相似文献