In this chapter we introduce grounded theory methodology and methods. In particular we clarify which research questions are appropriate for a grounded theory study and give an overview of the main techniques and procedures, such as the coding procedures, theoretical sensitivity, theoretical sampling, and theoretical saturation. We further discuss the role of theory within grounded theory and provide examples of studies in which the coding paradigm of grounded theory has been altered in order to be better suitable for applications in mathematics education. In our exposition we mainly refer to grounded theory techniques and procedures according to Strauss and Corbin (Basics of qualitative research: Grounded theory procedures and techniques, Sage Publications, Thousand Oaks, 1990), but also include other approaches in the discussion in order to point out the particularities of the approach by Strauss and Corbin.

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The previous papers of this issue discuss the views teachers from the United States, Australia, Hong Kong SAR, and Mainland China have on effective mathematics teaching and learning. Similarities and differences are found and a differentiation from West to East can be worked out in the order of the regions as listed above. The picture of teachers' views can, however, be differentiated when they are looked at from a European perspective. On the basis of the analysis of two comparative studies on teaching cultures in three European countries and a questioning of teachers, this commentary therefore locates France, Germany, and England within this framework so that the East-West-contrast is distinguished in more detail.

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