Uirassu Borges has given a good distinction, concerning applied and basic research, with reference to the refinement of our theoretical models of 'reality'.

From the viewpoint of scientific methodology, applied research is the practical use of basic research; the cognitive refinement of our theoretical ideas of reality, therefore, affects our practices in a very deep manner. One good example is medical diagnostics, where our perceptional framework decides about possible treatments of a pathological appearance. Consequently, the scientific system works primarily by ideas and then practices, with bidirectional loops of (strong/weak) feedback.

Hi Anamitra, basic research is not necessarily a first attempt to research on a particular topic - a first attempt is called exploratory research. Basic research is a research that is performed without pratical ends, and this characteristic differs it from applied research. Many studies aim at refining theories and models, and they are basic research because they do not aim at a practical implication. Best wishes

Uirassu Borges

Dear Professor,

Thank you for your contribution.

Yes, now I have got it. I was misunderstanding the difference between basic and exploratory research. You have explained it very nicely. Thank you once again.

Best regards,

Anamitra.

Uirassu Borges has given a good distinction, concerning applied and basic research, with reference to the refinement of our theoretical models of 'reality'.

From the viewpoint of scientific methodology, applied research is the practical use of basic research; the cognitive refinement of our theoretical ideas of reality, therefore, affects our practices in a very deep manner. One good example is medical diagnostics, where our perceptional framework decides about possible treatments of a pathological appearance. Consequently, the scientific system works primarily by ideas and then practices, with bidirectional loops of (strong/weak) feedback.

Stephen I. Ternyik

Dear Professor,

Thank you for your contribution in this thread. I loved going through the last sentence of your writing, " ... the scientific system works primarily by ideas and then practices, with bidirectional loops of (strong/ weak) feedback."

Best regards,

Anamitra.

Hello, the basic research is initial for future investigations.

Karen A. Darbinyan

Dear Professor,

Thank you for your contribution in this thread.

Best regards,

Anamitra.

One possible interpretation of this question (in relation to mathematics education) is as follows. Some basic research provide knowledge about the distinction in behavior of people at different levels of education as reactions for the same mathematical situation. Such a research is not focused on explaining the causes of the phenomena observed. Here is small example. Numerous research revealed that many high school students transform an algebraic expression the type of x + 5 x - (2 x - 3) to form x +5 x - 2 x - 3. This is not the error of mathematics university students. The consequence of this information (on the base of research) should be the search for ways to present the operation of subtraction in such a way, already at the elementary stage, that the student at a later stage of education would be able to explain that the above-mentioned algebraic expressions are not equivalent. In my opinion the didactic means to deepen the current understanding of subtraction operation to such an extent that the learners could understand how "to subtract" algebraic expressions have not yet been developed. This is a real serious problem. Research in such an issue would be refining the previous research.

I want to add that I used to be an academic teacher at the university preparing students of mathematics to be mathematics teachers in primary and secondary schools. I am still a researcher in mathematics education. Lately I have been searching for means of mentioned deepen understanding subtraction by primary school students.

Marianna Ciosek

Dear Professor,

Thank you for your contribution in this discussion. You have explained it with a very nice example. This example bears a reflection of your intellect and experience.

Best regards,

Anamitra.

Anamitra,

My answer below refers to mathematical education only. Most of "us, teachers" had the luxury of working with students aged 18+. Personally, I do not have any experience with high school students or even younger, I can only imagine myself in some difficult situations in trying to teach them at their level. In general, we assume too much, take lots of issues for granted, and think that we know everything. Well, I've learned my lesson in modesty and humility, in the sense that Marianna explained above. From this point of view, basic and refined intertwine very well, in a good, healthy and productive symbiosis.