O estudo de caso na investigação em Educação Matemática

Abstract

Case studies got a remarkable popularity in mathematics education research in Portugal. They have both their strengths and their problems. This paper discusses how this approach is different from other ways of conducting research; the nature of knowledge that is produced, specially when they are done within an interpretative perspective; and what quality criteria may be used to assess their value. A case study focus on a well-defined entity such as a program, an institution, an educational system, a person or a social unit. It intends to know in a deep way its "how" and its "why", recognizing its unity and identity. Is is deliberately particularistic, searching to discover what is most essential and characteristic in it. A case study may draw upopn an explicit theoretical orientation. Besides, it may follow an interpretative perspective, that seeks to understand how is the world from the point of view of the participants. Or else, it may follow a more pragmatic perspective, simply seeking to create a global, complete and coherent account of the object of study. Among case studies there are investigations of different value. It is important to discuss why to define quality criteria and how to apply them. This paper finishes with the mention to several criteria and with some considerations about recent works carried out in Portugal.