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Advancing the concept of triangulation from social sciences research to mathematics education

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Submitted   Oct 24, 2022
Published   Oct 26, 2022
Issue    Vol 3 No 1 (2022)
DOI   10.25082/AERE.2022.01.002

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Sergei Abramovich corresponding author
School of Education and Professional Studies, State University of New York at Potsdam, Potsdam, NY 13676, USA

Abstract

The paper suggests interpreting the term triangulation, commonly used in social science research, as multiple ways of solving a problem in the context of mathematics education. The availability of different technological tools provides new perspectives on problem solving as modeling from where ideas for problem posing stem. Using topics from geometry and trigonometry, triangulation is considered through lens of teacher education. Reflections by teacher candidates on activities which are shared and reviewed in the paper indicate future teachers’ readiness to implement the pedagogy of triangulated perspectives on problem solving and posing in their own mathematics classrooms.

Keywords
triangulation, mathematics education, teacher education, computational thinking, geometry, trigonometry

Article Details

How to Cite
Abramovich, S. (2022). Advancing the concept of triangulation from social sciences research to mathematics education. Advances in Educational Research and Evaluation, 3(1), 201-217. https://doi.org/10.25082/AERE.2022.01.002
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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