%0 Book Section
%A Clark-Wilson, Alison
%B The Mathematics Teacher in the Digital Era
%C Dordrecht
%D 2013
%E Clark-Wilson, Alison
%E Sinclair, Nathalie
%E Robutti, Orenlla
%F discovery:10014559
%I Springer
%S Mathematics Education in the Digital Era
%T A methodological approach to researching the development of teachers’ knowledge in a multi-representational technological setting.
%U https://discovery.ucl.ac.uk/id/eprint/10014559/
%X 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, 2010b). 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.