A method for conducting longitudinal analyses of classroom videorecordings and transcripts

Cobb, Paul; Whitenack, Joy W.

doi:10.1007/bf00304566

Cited by 127 publications

(65 citation statements)

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“…This approach is a variant of Glaser and Strauss's (1967) constant comparison method as adapted to the needs of design research (P. Cobb & Whitenack, 1996). Glaser and Strauss's (1967) method treats data as text and aims to develop coherent, trustworthy analyses of their possible meanings.…”

Section: Data Sources and Methods Of Analysismentioning

confidence: 99%

Learning About Statistical Covariation

Cobb

McClain²,

Gravemeijer³

2003

Cognition and Instruction

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134

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In this article, we report on a design experiment conducted in an 8th grade classroom that focused on students' analysis of bivariate data. Our immediate goal is to document both the actual learning trajectory of the classroom community and the diversity in the students' reasoning as they participated in the classroom mathematical practices that constituted this trajectory. On a broader level, we also focus on the learning of the research team by documenting the conjectures about the students' statistical learning and the means of supporting it that the research team generated, tested, and revised on-line while the experiment was in progress. In the final part of the article, we synthesize the results of this learning by proposing a revised learning trajectory that can inform design and instruction in other classrooms. In doing so, we make a contribution to the cumulative development of a domain-specific instructional theory for statistical data analysis.Our purpose in this article is to report on a 14-week classroom design experiment conducted with a group of eighth-grade students that focused on statistical covariation. In presenting the analysis, we focus on both the trajectory of the students' learning and our own learning about the means of supporting the students' learning. This latter issue, the learning of the research team, is central to the design experiment methodology, in that conjectures about the trajectory of students' learning are tested and modified on-line while experimenting in a Requests for reprints should be sent to Paul A. Cobb,

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Section: Data Sources and Methods Of Analysismentioning

confidence: 99%

Learning About Statistical Covariation

Cobb

McClain²,

Gravemeijer³

2003

Cognition and Instruction

Self Cite

134

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“…The teaching experiment data was first analyzed using iterative analysis techniques modified from those described by Cobb and Whitenack (1996) and Lesh and Lehrer (2000). One outcome of this analysis was the observation that students' defining activity could be supported by their proving activity (Larsen and Zandieh 2005).…”

Section: Background For the Classroom Episodementioning

confidence: 99%

Proofs and refutations in the undergraduate mathematics classroom

Larsen

Zandieh

2007

Educ Stud Math

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In his 1976 book, Proofs and Refutations, Lakatos presents a collection of case studies to illustrate methods of mathematical discovery in the history of mathematics. In this paper, we reframe these methods in ways that we have found make them more amenable for use as a framework for research on learning and teaching mathematics. We present an episode from an undergraduate abstract algebra classroom to illustrate the guided reinvention of mathematics through processes that strongly parallel those described by Lakatos. Our analysis suggests that the constructs described by Lakatos can provide a useful framework for making sense of the mathematical activity in classrooms where students are actively engaged in the development of mathematical ideas and provide design heuristics for instructional approaches that support the learning of mathematics through the process of guided reinvention.

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“…Since our aim was to inductively derive theory from data, our data collection and analysis was consistent with principles of theoretical sampling shared with the grounded theory approach to qualitative research (see Strauss & Corbin, 1990) and approximated Cobb and Whitenack's (1996) methodological approach to longitudinal analysis of classroom video recordings and transcripts. This involves:…”

Section: Emerging Analytical Frameworkmentioning

confidence: 99%