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One of the main goals of research in (mathematics) education is the generation of knowledge on processes of teaching and learning. The approaches of many research projects in German-speaking countries that contributed to achieving this goal during recent decades are diverse. Many of these projects are characterized by narrowly focusing on distinctive phenomena within learning and teaching mathematics, by taking a multi-step approach that develops theory in a series of consecutive studies (often one area of interest is pursued over many years) and by a mixed-method research strategy that integrates different methodological practices. This chapter provides exemplary insight into these kinds of research in mathematics education in German-speaking countries over the last few decades. After a brief glimpse into the beginnings, we deliver four examples that illustrate the features of these kinds of research and also describe the perspectives of researchers by way of short interview excerpts.

DOI: 10.1007/978-3-030-11069-7_9

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