Solid findings in mathematics education: What are they and what are they good for?

This paper presents the contributions of the participants at the CERME10 panel, as well as some of the questions raised during the discussion. Our main aim is to examine the notion of solid finding in mathematics education, the theoretical and methodological assumptions underlying their establishing and the degree of agreement (and disagreement) they provoke. We will consider their possible utilities and weaknesses, even jeopardies, taking into account two different standpoints: how solid findings are identified and what kind of common ground they rely upon; what are solid findings for, how can they be useful and what could be their risks or adverse effects. The panellists will adopt different perspectives on the topic, focusing on the specific selection of solid findings proposed by the Committee on Education of the European Mathematical Society, approaching the problem of the methodologies and use of psychometric models; questioning the use of evidence in policy development and curriculum evaluation.