Problematising mathematics education research

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In his introduction to the International Handbook on Mathematics Education, Bishop (1996) commented that the 36 chapters of the Handbook provide "glimpses into the future in many important aspects of mathematics education/' and collectively, "constitute a blueprint for mathematics education in the 21st century" (p. 4). I have a similar conviction about the articles published in the Mathematics Education Research Journal. Although the word "conviction" may sound emotional, and perhaps even extreme in this context, unless articles published in MER], and other similar international mathematics education research outlets, are thought of as sources from which new directions for the future can be conjectured, then mathematics educators are in danger of looking back complacently at their past achievements, of not reflecting sufficiently on past impediments, and of not using the results of research to achieve improvement. In other words, we need to be forward looking, consciously seeking to learn from the past while at the same time grasping the nettle of future possibilities invited by the results and directions of research. At present there is no shortage of published reports of quality mathematics education investigations, ~nd of high-quality syntheses of research findings (see, for example, the reviews in Grouws, 1992). But what is the purpose of such publications if they do not inspire reflection and action which enables many more learners, around the world, to learn mathematics well? Reflection, I believe, should be a key to the planning, conduct, and interpretation of all mathematics education research. But to talk solely of reflection about data gathered, or about the mode of analysis, or about the methodology adopted, would be to trivialise the whole process of reflection. For unless we are able to stand back from our immediate small worlds of research-including the pressure to produce research output-and reflect on and problematise the criteria for proposing and evaluating mathematics education research, then it is almost impossible to look forward in the true sense of the word.