Paradigms of Mathematics Education Research: A Theoretical Review and Implications for Learning Practice

Mathematics education faces complex challenges, ranging from low learning outcomes to disparities in access, requiring a multi-paradigm research approach. This article analyzes four research paradigms (positivistic, constructivist, pragmatic, and critical) and their implications for mathematics learning. The study employed a systematic literature review method by analyzing 25 selected sources from indexed international journals. The results show: (1) each paradigm provides unique contributions, with positivist excellence in program evaluation, constructivist excellence in concept development, pragmatic excellence in practical solutions, and critical excellence in addressing injustice; (2) integration of paradigms results in a more holistic approach; (3) the main challenge lies in adapting paradigms to local contexts. These findings recommend a pluralistic research approach that combines the strengths of various paradigms to enhance the relevance and impact of mathematics education research.