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  -