Abstract
This chapter details the methodological approach adopted within a doctoral study that sought to apply and expand Verillon and Rabardel’s (European Journal of Psychology of Education, 10, 77–102, 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, How does a multi-representational mathematical ICT tool mediate teachers’ mathematical and pedagogical knowledge concerning variance and invariance? Ph.D. thesis, Institute of Education, University of London, 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.
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Clark-Wilson, A. (2014). A Methodological Approach to Researching the Development of Teachers’ Knowledge in a Multi-Representational Technological Setting. In: Clark-Wilson, A., Robutti, O., Sinclair, N. (eds) The Mathematics Teacher in the Digital Era. Mathematics Education in the Digital Era, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4638-1_12
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