İçerik tablosu
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 are search 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.