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A methodological approach to researching teachers’ epistemological development concerning mathematical variance and invariance in a multi-representational technological setting

Clark-Wilson, Alison (2014) A methodological approach to researching teachers’ epistemological development concerning mathematical variance and invariance in a multi-representational technological setting. In: The Mathematics Teacher in the Digital Era. Springer, Netherlands, pp. 277-296. ISBN 9789400746381

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Abstract

This chapter details the methodological approach adopted within a doctoral study that sought to apply and expand Verillon and Rabardel’s (1995) triad of instrumented activity as a means to understand the longitudinal epistemological development of a group of secondary mathematics teachers as they began to integrate a complex new multi-representational technology (Clark-Wilson, 2010a). The research was carried out in two phases. The initial phase involved fifteen teachers who contributed a total of sixty-six technology-mediated classroom activities to the study. The second phase adopted a case study methodology during which the two selected teachers contributed a further fourteen activities. The chapter provides insight into the methodological tools and processes that were developed to support an objective, systematic and robust analysis of a complex set of qualitative classroom data. The subsequent analysis of this data, supported by questionnaires and interviews, led to a number of conclusions relating to the nature of the teachers’ individual technology-mediated learning.

Item Type: Book Section
Controlled Keywords: hiccup, mathematics, instrumental approach, teacher development
Divisions: IOE Departments > Departments > London Knowledge Lab
Depositing User: Atira Pure
Date Deposited: 13 Feb 2014 16:22
Last Modified: 27 May 2015 15:09
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