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