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Meaning(s) of a student perspective in mathematics education research.

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Title: Meaning(s) of a student perspective in mathematics education research.
Authors: Källberg, Petra Svensson1 (AUTHOR) petra.svensson@mau.se, Roos, Helena1 (AUTHOR) Helena.roos@mau.se
Source: Educational Studies in Mathematics. Jun2025, Vol. 119 Issue 2, p367-392. 26p.
Subject Terms: *Student attitudes, *Mathematics students, *Mathematics education, *Education research, Arithmetic mean
Abstract: This systematic literature review explores meaning(s) of a student perspective in mathematics education research by investigating the intentionalities of research texts that use a student perspective. The study views research texts as being produced in and influenced by the context and the discourses in which they are submerged. In exploring the meaning(s) of a student perspective in mathematics education research, we draw on Skovsmose's intentionality interpretation of meaning. A total of 98 unique research texts were explored, resulting in three meanings of student perspectives in mathematics education research: 'feelings, experiences, and views', 'evaluating interventions' and 'validating effects'. The results show that student perspectives in mathematics education research predominantly consisted of studies with the intentionalities of evaluation and validation having a "regular" student in mind. Perspectives from students with certain characteristics, like underserved students and students in different performance levels, are scarce. While the findings might not be surprising, this literature review nonetheless calls for rethinking student perspectives in mathematics education research to include research with students that recognize students' diverse backgrounds. We end the article by suggesting a desire-based research approach to seriously address students' hopes, wishes, aspirations, and desires in mathematics education research. [ABSTRACT FROM AUTHOR]
Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Meaning(s) of a student perspective in mathematics education research.
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  Data: This systematic literature review explores meaning(s) of a student perspective in mathematics education research by investigating the intentionalities of research texts that use a student perspective. The study views research texts as being produced in and influenced by the context and the discourses in which they are submerged. In exploring the meaning(s) of a student perspective in mathematics education research, we draw on Skovsmose's intentionality interpretation of meaning. A total of 98 unique research texts were explored, resulting in three meanings of student perspectives in mathematics education research: 'feelings, experiences, and views', 'evaluating interventions' and 'validating effects'. The results show that student perspectives in mathematics education research predominantly consisted of studies with the intentionalities of evaluation and validation having a "regular" student in mind. Perspectives from students with certain characteristics, like underserved students and students in different performance levels, are scarce. While the findings might not be surprising, this literature review nonetheless calls for rethinking student perspectives in mathematics education research to include research with students that recognize students' diverse backgrounds. We end the article by suggesting a desire-based research approach to seriously address students' hopes, wishes, aspirations, and desires in mathematics education research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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