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).

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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.

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