Session Information
24 SES 03, Math for All: Evidence-Based Learning for the 21st Century
Symposium
Contribution
This paper is a literature review. Its aim is to set up the theoretical framework for this symposium. Therefore, we conduct an exhaustive review of the literature regarding “research evidence-based learning.” We did what Cronin, Ryan, and Coughlan (2008) call systematic literature review (SLR). An SLR is a “rigorous and well-defined approach to reviewing literature in a specific subject area.” (p. 39) We conducted a meta-analysis of articles about “evidence-based learning” (EBL) and “evidence-based learning in mathematics” for the last ten years on (2005-2015). We used Atlas.ti software for qualitative analysis in order to code and identify key findings in each article. This scientific software allowed us to cross codes among articles in order to synthesize key elements across the literature. The literature review provides consistent evidence suggesting that the adoption of educational programs has been driven more by ideology, politics or assumptions than by scientific evidence (Slavin, 2008). Against those unscientific procedures, many authors claim for the necessity to adopt a “research evidence-based learning” approach (Hanna & Francisco, 2010; Slavin 2008). However, this is not free of discussion: according to other researchers, evidence-based practices provide of research in informing educational practices, but at the same time restricts the opportunities for participation in educational decision making because limits the opportunity for professionals to use their judgments about what is educationally desirable (Biesta, 2007). According to our review, EBL emerges from the authorities demanding for solid evidence to inform their decisions and practices. Despite the thousands of euros spent for educational research, there are still enormous educational inequalities in Europe (and all over the World). Successful educational projects are based on the implementation of “what works” (scientifically demonstrated). This is the case of Learning Communities (Flecha, 2010), Success for All program (Slavin, 2008), Accelerated Schools project (Levin, 2005). In terms of mathematics teaching and learning, research also informs us what “works” and what “do not work.” (Carpenter, Dossey & Koehler, 2004) Aspects such as motivation, emotion, empowerment, [math] identity, interaction, co-operation, scaffolding, inquiry, technologies, assessment, community, participation, inclusion, etc., are common features to some (or all) of these successful educational experiences. Many researchers suggest that we need to develop a research-based curricula to include the key features identified by the research in order to improve (a) how we teach mathematics and (b) students’ mathematics performances.
References
Biesta, G. (2007). Why “what works” won’t work: Evidence‐based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1-22. Carpenter, T. P., Dossey, J. A., & Koehler, J. L. (2004). Classics in mathematics education research. NCTM. Clements, D. H. (2007). Curriculum Research: Toward a Framework for" Research-Based Curricula". Journal for Research in Mathematics Education, 38(1), 35-70. Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: a step-by-step approach. British Journal of Nursing, 17, 38-43. Flecha, R. (2010). The dialogic sociology of the learning communities. In M.W. Apple, S.J. Ball & L.A. Gandin (Eds.), The Routledge international handbook of the sociology of education (pp. 340-349). Routledge. Hanna, D., David, I., & Francisco, B. (Eds.). (2010). Educational Research and Innovation The Nature of Learning Using Research to Inspire Practice: Using Research to Inspire Practice. OECD Publishing. Levin, H. M. (2005). Accelerated schools: A decade of evolution (pp. 137-160). Springer Netherlands. Slavin, R. E. (2008). Perspectives on evidence-based research in education—What works? Issues in synthesizing educational program evaluations. Educational researcher, 37(1), 5-14.
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