3-Khon Kaen University Course on Qualitative Research Methods in Mathematics Education

We reviewed research problem and talked about delimiting a problem.
We also talked about literature review - major writers, unusual perspectives, recent research and local research.

In the third session, we focused on research design.

In the domain of teacher learning, we discussed the broad question of
1. What do teachers need to learn?
See D. Ball research. In particular, the "egg" diagram is taken from this article.

2. How do teachers learn?
I shared a possible framework and one of the students helped improve it.
By experiencing (e.g. In workshops where teachers become students doing mathematics), being told (e.g. lecture), seeing (e.g. observe a mentor), doing (e.g. practice teaching or micro teaching), discussing (e.g. lesson study if combined with seeing), reflecting (e.g. writng journal).

Exercise | Design a research on teacher learning during initial teacher preparation.
How are you delimiting the research problem? What are the research variables? What research data do you anticipate to collect and from whom?

We look at TEDS-M Study as an example of how research design impacts on the research findings.

TEDS-M and other IEA Studies are available here. | IEA Studies

Concepts discussed in the last few lessons included | classroom environment | opportunity to learn |

classroom environment - IEA Study on Classroom Environment look at the teacher aspect of classroom environment (management practice and instructional practices and the impact on student outcomes). Barry Fraser's work may also be of interest to those interested in classroom environment.

opportunity to learn - is essentially the idea of do students get learning opportunities on things that are being assessed. Sample articles on what is OTL are included below.

Article 1

Article 2