The Interaction between Multimedia Data Analysis and Theory Development in Design Research

Autor/inn/en	van Nes, Fenna; Doorman, Michiel
Titel	The Interaction between Multimedia Data Analysis and Theory Development in Design Research
Quelle	In: Mathematics Education Research Journal, 22 (2010) 1, S.6-30 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
Schlagwörter	Mathematics Education; Educational Research; Research Methodology; Computer Software; Data Analysis; Researchers; Validity; Reliability; Case Studies; Research Design; Models; Mathematical Aptitude; Learning Processes; Experiments; Multimedia Materials + Suchen Sie Ihr Suchwort? Mathematische Bildung; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Auswertung; Researcher; Forscher; Gültigkeit; Reliabilität; Case study; Fallstudie; Case Study; Forschungsdesign; Analogiemodell; Learning process; Lernprozess; Erprobung
Abstract	Mathematics education researchers conducting instruction experiments using a design research methodology are challenged with the analysis of often complex and large amounts of qualitative data. In this paper, we present two case studies that show how multimedia analysis software can greatly support video data analysis and theory development in design research. The software can (a) act as a type of mould for organising large amounts of data; (b) contribute to improving the trackability and reliability of the research; and (c) support theory generation and validation. We propose an integrated model that elucidates the complex process of data analysis by showing how each of the components that are involved in the data analysis procedures feeds into the emerging local instruction theory. The model combines the intricate cycles of coding and analysing raw video data with the cumulative cyclic process that characterises design research in mathematics education. Our experiences with this model may support other mathematics education researchers in the development of thorough and empirically supported local instruction theories from complex qualitative analyses. (Contains 5 figures and 1 footnote.) (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: merj@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10