COMBINING AND COORDINATING THEORETICAL PERSPECTIVES IN MATHEMATICS EDUCATION RESEARCH

The author presents and discusses general issues related to combining and coordinating different theoretical perspectives and approaches in ongoing work on people's affective and social relationships with mathematics. The discussion is based on two concrete examples: Coordination of a sociological perspective (habitus) with an anthropological perspective (situated learning) in combination with a theoretical gender perspective on the analyses of qualitative data. The ambition of the paper is to bring a terminological clarification of differences between "perspective" and "approach" into the work on networking strategies for connecting theories.