Evolving Dialogues: A Factor Analytical Approach to Identifying Discourse Communities in Mathematics Education

Abstract

This study explores the identification of discourse communities within mathematics education using factor analysis. Given the exponential growth in mathematics education research, understanding the evolving dialogues within the field has become increasingly challenging. This study employs a systematic literature review, examining the landscape of research on fractions, decimals, and rational numbers (FDR) over the past four decades. By analyzing articles from 11 top-tier journals, the study identifies distinct discourse communities that have emerged around the FDR topics. The research employs computational techniques, including lexical analysis and exploratory factor analysis, to detect patterns and clusters of terms within the literature. These clusters represent latent variables, or underlying discourse communities, that share common concepts and methodologies. The findings reveal three primary communities: procedural versus conceptual knowledge, social constructivism, and radical constructivism. The study further explores how these communities have shaped the understanding of FDR topics, providing insights into the diverse theoretical frameworks that drive research in mathematics education. By integrating both qualitative and quantitative methods, this study enhances the transparency and reproducibility of the analysis, offering a novel approach to understanding the complex structures within mathematics education research. The results underscore the potential for computational tools to assist researchers in navigating and interpreting the growing body of literature in the field.