By Angelika Bikner-Ahsbahs, Christine Knipping, Norma Presmeg
This quantity files a number qualitative learn methods emerged inside arithmetic schooling during the last 3 many years, when while revealing their underlying methodologies. carrying on with the dialogue as started within the 2003 ZDM concerns devoted to qualitative empirical equipment, this booklet provides astate of the paintings evaluation on qualitative study in arithmetic schooling and past. The constitution of the ebook permits the reader to exploit it as a precise consultant for the choice of an acceptable technique, on a foundation of either theoretical intensity and functional implications. The equipment and examples illustrate how various methodologies come to existence while utilized to a particular query in a particular context. some of the methodologies defined also are acceptable outdoors arithmetic schooling, however the examples supplied are selected in an effort to situate the strategy in a mathematical context.
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Additional resources for Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods
Due to the circular design of the research process (ibid), coding is not necessarily linear. It alternates in particular between open and axial coding (ibid). Accordingly, the analytical process is marked by inductive and deductive thinking: The continuous interplay between deductive assumptions concerning the relationship between phenomena and the attempt to verify it with reference to the data is constitutive for the groundedness of the theory in empirical data (ibid). This oscillating process is supported by analytical memos and diagrams.
I chose to start with the analysis of interviews according to certain considerations. When listening to the mp3-files after the data collection, I wrote recapitulatory memos that summed up the topics that were talked about in the interviews. I always tried to keep the formulations as close as possible to the ones used by the interviewees. These memos were the first step towards a detailed transcription and also served as its basis. Therefore, I also stuck to the grammatical mistakes. 2 Excerpt from the recapitulatory memo of William’s interview Time […] 27:12 29:58 31:53 35:31 38:52 42:50 […] a Main aspects […] Anything of special interest in lesson?
Without comparison, we tend not to question our own traditional teaching practices and we may not even be aware of the choices we have made in constructing the educational process. Similar to the teaching practices, we do not question our own beliefs and about teaching and learning when we do not reflect them against the background of another culture. Looking at another teaching and learning culture, thus, offers the possibility to reflect aspects that have been taken for granted beforehand and so to get a clearer picture of one’s own culture, too.