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Approaches to Qualitative Research in Mathematics Education : Examples of Methodology and Methods / / edited by Angelika Bikner-Ahsbahs, Christine Knipping, Norma Presmeg
| Approaches to Qualitative Research in Mathematics Education : Examples of Methodology and Methods / / edited by Angelika Bikner-Ahsbahs, Christine Knipping, Norma Presmeg |
| Edizione | [1st ed. 2015.] |
| Pubbl/distr/stampa | Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2015 |
| Descrizione fisica | 1 online resource (587 p.) |
| Disciplina | 510.71 |
| Collana | Advances in Mathematics Education |
| Soggetto topico |
Mathematics - Study and teaching
Education - Curricula Science - Study and teaching Mathematics Education Curriculum Studies Science Education |
| ISBN | 94-017-9181-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1: Grounded theory methodology. Chapter 1: Anne R. Teppo. Grounded Theory Methods. Chapter 2: Maike Vollstedt. To see the wood for the trees: The development of theory from empirical interview data using grounded theory -- Part 2: Approaches to reconstructing argumentation. Chapter 3: Götz Krummheuer. Methods for reconstructing processes of argumentation and Chaptericipation in primary mathematics classroom interaction. Chapter 4: Christine Knipping and David Reid. Reconstructing argumentation structures: A perspective on proving processes in secondary mathematics classroom interactions -- Part 3: Ideal type construction. Chapter 5: Angelika Bikner-Ahsbahs. Empirically grounded building of ideal types. A methodical principle of constructing theory in the interpretive research in mathematics education. Chapter 6: Angelika Bikner-Ahsbahs. How ideal type construction can be achieved: An example -- Part 4: Semiotic research. Chapter 7: Luis Radford and Cristina Sabena. The question of method in a Vygotskian semiotic approach -- Part 5: A theory on abstraction and its methodology. Chapter 8: Tommy Dreyfus, Rina Hershkowitz and Baruch Schwarz. The nested epistemic actions model for Abstraction in Context: Theory as methodological tool and methodological tool as theory -- Part 6: Networking of theories. Chapter 9: Ivy Kidron and Angelika Bikner-Ahsbahs. Advancing research by means of the networking of theories. Chapter 10: Angelika Bikner-Ahsbahs and Ivy Kidron. A cross-methodology for the networking of theories: The general epistemic need (GEN) as a new concept at the boundary of two theories -- Part 7: Multi-level-analysis. Chapter 11: Geoffrey B. Saxe, Kenton de Kirby, Marie Le, Yasmin Sitabkhan, Bona Kang. Understanding learning across lessons in classroom communities: A multi-leveled analytic approach -- Part 8: Mixed Methods. Chapter 12: Udo Kelle and Nils Buchholtz. The combination of qualitative and quantitative research methods in mathematics education—A “Mixed Methods” study on the development of the professional knowledge of teachers -- Part 9: Qualitative Content Analysis. Chapter 13: Philipp Mayring. Qualitative Content Analysis: Theoretical background and procedures. Chapter 14: Björn Schwarz. A study on professional competence of future teacher students as an example of a study using Qualitative Content Analysis -- Part 10: Triangulation and cultural studies. Chapter 15: Ida Ah Chee Mok and David J. Clarke. The contemporary importance of triangulation in a post-positivist world: Examples from the Learner’s Perspective Study -- Part 11: Design research as a research methodology. Chapter 16: Arthur Bakker and Dolly van Eerde. An introduction to design-based research with an example from statistics education. Chapter 17: Michèle Artigue. Perspectives on design research: The case of didactical engineering. Chapter 18: Erin Henrick, Paul Cobb and Kara Jackson. Educational design research to support system-wide instructional improvement. Part 12: Looking back. Chapter 19: Angelika Bikner-Ahsbahs, Christine Knipping and Norma Presmeg. Appendix -- References -- Index of keywords. . |
| Record Nr. | UNINA-9910484825603321 |
| Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Compendium for Early Career Researchers in Mathematics Education [[electronic resource] /] / edited by Gabriele Kaiser, Norma Presmeg
| Compendium for Early Career Researchers in Mathematics Education [[electronic resource] /] / edited by Gabriele Kaiser, Norma Presmeg |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (XIV, 532 p. 100 illus., 39 illus. in color.) |
| Disciplina | 370 |
| Collana | ICME-13 Monographs |
| Soggetto topico |
Mathematics—Study and teaching
Education—Research Study skills Mathematics Education Research Methods in Education Writing Skills Research Skills |
| Soggetto genere / forma | Electronic books. |
| ISBN | 3-030-15636-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Section I: Empirical methods -- 1 Argumentation analyses for early career researchers. Christine Knipping and David Reid 10500 -- 2 Topic-specific design research: An introduction. Koeno Gravemeijer, Susanne Prediger 9990 -- 3 A naturalistic paradigm: An introduction to using ethnographic methods for research in mathematics education. Judit Moschkovich 9150 -- 4 An introduction to grounded theory with a special focus on axial coding and the coding paradigm. Maike Vollstedt and Sebastian Rezat 8900 -- 5 Interactional analysis: A method for analyzing mathematical learning processes in interaction. Marcus Schuette, Rachel-Ann Friesen, and Judith Jung 12750 -- 6 Planning and conducting mixed methods studies in mathematics education research. Nils Buchholtz 9750 -- 7 The research pentagon: A tool with which to think about research. Angelika Bikner 8700 -- 8 Qualitative text analysis: A systematic approach. Udo Kuckartz 6350 -- 9 The ontological grounding of three research projects in mathematics education employing video: Problematising video as data. Esther Chan, Carmel Mesiti, and David Clarke 7650 -- Section II: Important mathematics educational themes -- 10 Approaching proof in the classroom through the logic of inquiry. Ferdinando Arzarello and Carlotta Soldano 10200 -- 11 A friendly introduction to “Knowledge in Pieces”: Modeling types of knowledge and their roles in learning. Andrea diSessa 9300 -- 12 Task design frameworks in mathematics education research: An example of a domain-specific frame for algebraic learning with technological tools. Carolyn Kieran 10800 -- 13 Gender and mathematics education: An overview. Gilah Leder 8700 -- 14 Theoretical aspects of mathematics education: Doing research in mathematics education: An argument for coherence. Stephen Lerman 7700 -- 15 The professional development of teachers of mathematics. Björn Schwarz and Gabriele Kaiser 7500 -- Section III: Academic writing and academic publishing -- IIIa Academic writing -- 16 Pleasure, power, and pitfalls of writing up mathematics education research. Norma Presmeg and Jeremy Kilpatrick 5200 -- 17 Scholarly writing. Helen Forgasz 5500 -- IIIb Description of major journals in mathematics education -- 18 Educational Studies in Mathematics (Merrilyn Goos) 5900 -- 19 For the Learning of Mathematics (David Reid and Richard Barwell) 5800 -- 20 International Journal of Science and Mathematics Education (Peter Liljedahl) 6300 + 2000 -- 21 Journal for Research in Mathematics Education (Jinfa Cai, Stephen Hwang, and Victoria Robison) 7200 -- 22 Journal of Mathematical Behavior (Carolyn Maher) 2900 -- 23 Journal of Mathematics Teacher Education (Despina Potari) 4900 -- 24 Mathematical Thinking and Learning (Lyn English) 5600 -- 25 ZDM Mathematics Education (Gabriele Kaiser) 6000 -- Section IV: Looking ahead -- 26 What makes for powerful classrooms, and how can we support teachers in creating them? A story of research and practice, productively intertwined: Alan Schoenfeld 6100 -- 27 If we want to get ahead, we should transcend dualisms and foster paradigm pluralism. Thorsten Scheiner 9500. |
| Record Nr. | UNINA-9910337756103321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Signs of Signification : Semiotics in Mathematics Education Research / / edited by Norma Presmeg, Luis Radford, Wolff-Michael Roth, Gert Kadunz
| Signs of Signification : Semiotics in Mathematics Education Research / / edited by Norma Presmeg, Luis Radford, Wolff-Michael Roth, Gert Kadunz |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (VIII, 372 p. 113 illus.) |
| Disciplina | 302.2 |
| Collana | ICME-13 Monographs |
| Soggetto topico |
Mathematics—Study and teaching
Semiotics Learning Instruction Teaching Mathematics Education Learning & Instruction Teaching and Teacher Education |
| ISBN | 3-319-70287-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Introduction. The editors -- Section 1: Sociocultural perspectives on semiosis -- Chapter 1. Introduction to Section 1 -- Chapter 2. Semiosis and subjectification: The classroom constitution of mathematical objects -- Chapter 3. Birth of signs: A (Spinozist-Marxian) materialist approach -- Chapter 4. Relating computational Cartesian graphs to a real motion: An analysis of high school students’ activity -- Chapter 5. Joint attention in resolving the ambiguity of different presentations: A dual eye-tracking study of the teaching-learning process -- Chapter 6. Attention catching: Connecting the space of joint action and togethering -- Section 2: Language and text orientations -- Introduction to Section 2 -- Chapter 7. A matter of translation -- Chapter 8. Using social semiotics to explore institutional assumptions about mathematics students and teachers -- Chapter 9. Semiotics, epistemology, and mathematics -- Chapter 10. A semiotic-conceptual analysis of conceptual development in learning mathematics -- Section 3: Peircean semiotics, including semiotic chaining and representations -- Introduction to Section 3 -- Chapter 11. Adalira Sáenz-Ludlow: Iconicity and diagrammatic reasoning in meaning-making -- Chapter 12. Semiotic representations: A study of dynamic figural register -- Chapter 13. Progressive visualization tasks and semiotic chaining for mathematics teacher preparation: Towards a conceptual framework -- Chapter 14. Primary teachers’ semiotics praxis: Windows into the handling of division tasks -- Section 4: Semiotic resources including gesturing and tools -- Introduction to Section 4 -- Chapter 15. Gradual change of perception: Signs, tools, and meaning-making of fractions -- Chapter 16. On the role of gestures for the descriptive analysis of ‘Grundvorstellungen’: A case of linear functions -- Chapter 17. Diagramming and gesturing during mathematizing: Kinesthetic and haptic interactions support mathematical ideation -- Chapter 18. Objectifying the inclusion relationship of quadrilaterals in a synchronic-interactive and collaborative computer supported environment -- Chapter 19. Discussion and conclusions. |
| Record Nr. | UNINA-9910299515903321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||