TY - INPR AV - public A1 - Clark-Wilson, Alison SN - 9789400746374 N2 - 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. T3 - Mathematics Education in the Digital Era PB - Springer ID - discovery10014559 Y1 - 2013/11/30/ UR - https://discovery.ucl.ac.uk/id/eprint/10014559/ ED - Clark-Wilson, Alison ED - Sinclair, Nathalie ED - Robutti, Orenlla T2 - The Mathematics Teacher in the Digital Era TI - A methodological approach to researching the development of teachers? knowledge in a multi-representational technological setting. CY - Dordrecht N1 - In press ER -