Abstract
This chapter offers a critical appreciation of the networking project. It notes the origins of the participating theories in prior networking and draws out commonalities and contrasts in their pedagogical preoccupations. It highlights the opportunities that coordinated analysis and theory breakdown provide for elaboration of the participating theories and appropriation between them. Finally, it suggests that rather than conceiving synthesis in terms of an integration of theories, an alternative is to adopt a modular viewpoint which acknowledges the decomposability of theories into component analytic tools and the composability of tools from different theories.
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Ruthven, K. (2014). From Networked Theories to Modular Tools?. In: Bikner-Ahsbahs, A., Prediger, S. (eds) Networking of Theories as a Research Practice in Mathematics Education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-05389-9_16
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DOI: https://doi.org/10.1007/978-3-319-05389-9_16
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