![]() ![]() However, the lack of practitioners' involvement in these studies' design, execution, and reporting indicates a lack of appreciation for the need for knowledge exchange between researchers and practitioners. It relies on systematic methods to identify, appraise, and synthesize existing research findings to answer questions of interest for practice. Both research projects focused on how mathematics students-"the participants"-narrate and hence position themselves and are narrated and positioned by mathematics education and sociopolitical discourses in research publications.Ĭontext: Evidence-based software engineering (EBSE) aims to improve research utilization in practice. The dialogue draws on experiences from a writing collaboration in which the authors-"the researchers"-wrote up for publication research conducted in their respective contexts of the Political North and Political South. The authors illustrate the use of the proposed questions through a back-and-forth dialogue. Drawing on the sociopolitical turn in mathematics education, the authors view these relations in terms of power and positionings, in the dialectic between the micro-level of research writing and the wider, macro-level context of mathematics education. In this article, the authors propose a set of multi-level questions as a guide for developing an ethical attitude in researcher-participant and researcher-researcher relations during the research writing process. ![]()
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