eprintid: 10014559
rev_number: 11
eprint_status: archive
userid: 587
source: pure
dir: disk0/00/01/45/59
datestamp: 2013-10-22 15:01:01
lastmod: 2017-12-07 21:26:30
status_changed: 2013-06-01 03:32:24
type: book_section
metadata_visibility: show
creators_name: Clark-Wilson, Alison
creators_id: a.clark-wilson@ioe.ac.uk
title: A methodological approach to researching the development of teachers’ knowledge in a multi-representational technological setting.
ispublished: inpress
divisions: B14
abstract: 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.
date: 2013-11-30
date_type: published
publisher: Springer
oa_status: green
language: eng
primo: open
primo_central: open_green
full_text_status: public
series: Mathematics Education in the Digital Era
place_of_pub: Dordrecht
refereed: FALSE
isbn: 9789400746374
book_title: The Mathematics Teacher in the Digital Era
editors_name: Clark-Wilson, Alison
editors_name: Sinclair, Nathalie
editors_name: Robutti, Orenlla
citation:        Clark-Wilson, Alison;      (2013)    A methodological approach to researching the development of teachers’ knowledge in a multi-representational technological setting.                    In: Clark-Wilson, Alison and Sinclair, Nathalie and Robutti, Orenlla, (eds.) The Mathematics Teacher in the Digital Era.    Springer: Dordrecht.    (In press).    Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10014559/1/B10_Clark_Wilson_final.docx