Investigating Mathematics Teaching: A Constructivist Enquiry

By Barbara Jaworski | Go to book overview
Save to active project

Chapter 4

The Research Process

What research methods are appropriate to studying the nature of an investigative approach to mathematics teaching? How does one decide? What issues does this raise? What consequences are there for the research process? In this chapter I shall address these questions from a methodological perspective for the research project as a whole. Although it may be possible to discuss the methods used in a research study in isolation from other aspects of the research, I have found it unrealistic to try to do this. I have found research methodology here an integral part of the research itself, closely bound up in the theory and practice of the research enquiry. Therefore this chapter will draw on theoretical aspects of the research process as well as methodological issues, and subsequent chapters which focus on classroom observations will continue the methodological discussion.


Introduction

The theory-practice relationship in this research has been dialectical, maintaining a tension for the researcher while stimulating the research. I have sought to characterize an investigative approach through a study of its practical manifestations in classrooms! 1 On the one hand it is possible to look at classroom manifestations of aspects of theory. For example, an investigative approach might be thought to involve aspects of enquiry, so a researcher could look out for classroom events which could be seen to show some form of enquiry and describe those events. On the other hand, the researcher could observe and describe occurrences in a classroom and analyse these to distil essences of the approach, from which for example, something like enquiry might arise. This is theory generation. Throughout the research, it was impossible to avoid flipping between these perspectives, and tension arose in trying to rationalize the result. The methodology of the research is central to this dialectical relationship. The researcher has to act, so decisions have to be taken regarding the form of such acts and their consequences for the direction of the research.

In Chapter 3, I focused on the early thinking which led to decisions about appropriate methods. The purpose of the present chapter is to discuss these methods alongside research issues which either influenced their use or resulted from their use. Many of these methods are well documented in research literature and I shall try to show how and why my use accords with, or diverges from, what

-59-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited page

Bookmark this page
Investigating Mathematics Teaching: A Constructivist Enquiry
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen
/ 232

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?