By Angelika Bikner-Ahsbahs, Christine Knipping, Norma Presmeg
This quantity records a number qualitative learn ways emerged inside arithmetic schooling over the past 3 a long time, when even as revealing their underlying methodologies. carrying on with the dialogue as all started within the 2003 ZDM concerns devoted to qualitative empirical equipment, this e-book provides astate of the artwork assessment on qualitative learn in arithmetic schooling and past. The constitution of the e-book 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 whilst utilized to a particular query in a particular context. a number of the methodologies defined also are acceptable outdoor arithmetic schooling, however the examples supplied are selected for you 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
1) description and terminology as she gives a review of the different streams of grounded theory in its different seminal forms. In contrast, I concentrate on one specific line of grounded theory. Nonetheless, it is recommended to read this illustrative chapter of the part alongside the previous chapter of this book as I will often draw back on the methodological basis laid out by Teppo. 1 Background and Focus of the Study The study presented here was embedded in the Graduate Research Group on Educational Experience and Learner Development (German: Bildungsgangforschung) at the University of Hamburg, financed by the German Research Foundation DFG.
6) points out that humans have a “need for meaning” and that meaningful life and meaningful learning might have the same origin although they seem to be different concepts. ), this specific human attitude does not disappear before entering the classroom. Meaning is also sought inside the classroom when students engage in learning and dealing with subject contents. Therefore, the question of meaning is posed time and again by students when they are learning mathematics. The demand for meaning in (mathematics) education has been detected for many years.
In the part of the interview from which the section was taken, the questions dealt with the student’s attitude towards mathematics and mathematics lessons. In the interview with William, I started with the question about his associations with the word “mathematics”, which was followed by the section below. Questions about his associations with the word “mathematics lesson” and whether he liked mathematics lessons then succeeded (see above). It could be reconstructed from these and other parts of the interview that William liked mathematics lessons very much and he was eager for mathematical knowledge.
Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods by Angelika Bikner-Ahsbahs, Christine Knipping, Norma Presmeg