Notion is home to a number of employee-led groups that foster a diverse and inclusive workplace. We deliver feedback in the spirit of helping our colleagues improve, balancing sensitivity with caring honesty. We pursue the best data, ideas, and solutions with rigor and open-mindedness, always guided by our users’ most pressing needs. We move with urgency so we can set the cadence for our market, cover more ground, and ship more great products and programs for our users, faster. We’re driven by our commitment to empower every person on the planet to use software exactly the way they want. Today, we’re growing faster than ever across offices in San Francisco, New York, Dublin, Hyderabad and Tokyo To make this possible, we’ve brought together a diverse team of individuals passionate about computing, history, art, alternative programming languages, music, skateboarding, and craft. But at its core, Notion is a toolbox of software building blocks that let you manage your life and work however you find most useful. We sometimes compare it to a set of Legos (if Legos were designed by The New York Times). It can be as complex as a relational database that stores huge amounts of data. It can be as simple as a blank piece of paper, making writing feel light and delightful. This is the type of tool we want to build together at Notion - one that gives you the software you can mold and shape like clay to solve your problems your way. Sometimes for further developments we will make reference to these preliminary papers because we cannot include their full content in this paper.Early computing pioneers envisioned a future where machines on our desks could amplify our imagination, extend our intellect, and help us model information in ways never before seen. Three of us tended to work especially in the first and second level, and the other two in the third level but this is just a trend. We got five papers and this common paper is the result of the collective work. We organized the ST from an preliminary individual work. These three levels organise our text in three parts and we conclude by some “open questions”. What are the different types of theory? What is a theory in mathematics education research? What is the role of theory in the autonomy and identity of mathematics education as a scientific domain? We want to compare our different methodologies and assumptions in doing this task. We must point out different results of these surveys and these results are depending on the data and tools used in this work.Ī third level is a reflexive level. We produce different surveys and we identify and analyse different roles and functions of “theory” in mathematics education research. The first level is a preliminary interrogation about: how to do a survey? What are the data? What are the tools for doing this survey? What are the criteria? Are these criteria theoretical or empirical? Have we common or different tools for doing this task? What are our assumptions about this task? This level is a methodological level but it is too an epistemological one: our practice and assumptions of mathematics education research found what we do in order to achieve this task.Ī second level is a results level. In this ST, to carry out this task, we will consider three levels corresponding to some questions. Of course, the investigation of this problematique can be different and we can produce different answers. This task defines a very important problematique in mathematics education research but, even if this problematique is clear, its treatment is problematic. The task of this ST is to identify, survey, and analyse different notions and roles of "theory" in mathematics education research, as well the origin, nature, uses, and implications of specific theories pertaining to different types of such research." Moreover, concrete theories put to use with regard to mathematics education originate in several different disciplines, many of which are external to mathematics education research itself. In other words, the term "theory" does not have one universal meaning in our field. On closer inspection, the notion, concept, and nature of what is termed “theory” in such research are very varied indeed, as are the roles, uses and implications of theories employed in mathematics education research. "Notions and concepts of theory play key roles in mathematics education research, as they do in any scholarly or scientific discipline. The rationale for this Survey Team (ST), commanded by the International Program Committee of ICME 11, is that:
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