To See the Wood for the Trees: The Development of Theory from Empirical Interview Data Using Grounded Theory

Vollstedt, Maike

doi:10.1007/978-94-017-9181-6_2

Cited by 9 publications

(19 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…We designed an exploratory study using a qualitative research approach, in which we use the case study as a research design, since this "implies a process of inquiry characterized by the systematic and in-depth examination of cases of a phenomenon" (Bisquerra, 2009, p.309). From the perspective of research in Mathematics Education, it is assumed that this approach focuses on the description of the personal meaning of the facts, as well as the cognitive and attitudinal aspects of the participants (Vollstedt, 2015). This methodology has been chosen since it lets us explore intuitive ideas about chance and probability based on the analysis of concepts related to its comprehension such as sample space, possibility of occurrence, probability and comparison of probabilities in children from 4 to 6 years old.…”

Section: Methodsmentioning

confidence: 99%

Intuitive ideas about chance and probability in children from 4 to 6 years old

Vásquez

Pastells

2019

Acta Sci.

View full text Add to dashboard Cite

This study explores intuitive ideas about chance and probability in children aged 4 to 6. For this, we conducted an exploratory study of an instructional process with 23 pre-kindergarten and kindergarten students who had not received prior instruction on the subject. The results show that students comprehensively use elementary probabilistic language and have a first informal knowledge about other notions such as sample space, possibility of occurrence, and comparison of probabilities. We conclude that most of this knowledge (basic notions of probability) depends, to a great extent, on visual support in order to compare probability or possibility of occurrence. In other words, it is confirmed that students at these early ages need to start learning the first probabilistic notions in teaching contexts that let them visualise mathematical ideas in a concrete way, using both everyday objects and manipulative materials, and direct action on these objects. In future studies, it will be necessary to continue exploring new data that contribute to the professional development of Early Childhood Education teachers, in order to refine the planning and management of mathematical practices whose purpose is the progressive acquisition of probabilistic literacy at early ages. Ideas Intuitivas sobre el Azar y la Probabilidad en Niños de 4 a 6 Años RESUMENEste estudio explora las ideas intuitivas sobre el azar y la probabilidad en niños de 4 a 6 años. Para ello, se ha realizado un estudio exploratorio de un proceso de instrucción con 23 alumnos de pre-kindergarten y kindergarten que no han recibido instrucción previa sobre el tema. Los resultados muestran que los alumnos usan comprensivamente lenguaje probabilístico elemental y poseen un primer conocimiento informal acerca de otras nociones como por ejemplo espacio muestral, posibilidad de ocurrencia y comparación de probabilidades. Se concluye que la mayoría de estos conocimientos (nociones básicas de probabilidad) dependen, en gran medida, del apoyo 132 visual para llevar a cabo las comparaciones de probabilidad o de posibilidad de ocurrencia. En otras palabras, se confirma que los alumnos de estas primeras edades necesitan iniciar el aprendizaje de las primeras nociones probabilísticas en contextos de enseñanza que permitan visualizar las ideas matemáticas de manera concreta, tanto a partir de objetos de la vida cotidiana como de materiales manipulativos, y de la acción directa sobre estos objetos. En futuros estudios va a ser necesario seguir aportando nuevos datos que contribuyan al desarrollo profesional del profesorado de Educación Infantil, para así ir afinando la planificación y gestión de las prácticas matemáticas cuya finalidad sea la adquisición progresiva de la alfabetización probabilística durante las primeras edades de escolarización.Palabras clave: azar y probabilidad; alfabetización probabilística; lenguaje probabilístico; Educación Infantil. Ideias Intuitivas sobre Acaso e Probabilidade em Crianças de 4 a 6 Anos de Idade RESUMOEste estudo explora as ideias intu...

show abstract

Section: Methodsmentioning

confidence: 99%

Intuitive ideas about chance and probability in children from 4 to 6 years old

Vásquez

Pastells

2019

Acta Sci.

View full text Add to dashboard Cite

show abstract

“…This, however, does not mean that the theory may not require subsequent revision. Although the theory of personal meaning may be corroborated by future research, it may well be that it can also be elaborated further (Vollstedt, 2015).…”

Section: Theoretical Framework 21 Personal Meaningmentioning

confidence: 82%

Investigation of Finnish and German 9th grade students’ personal meaning with relation to mathematics

Suriakumaran

Hannula

Vollstedt

2019

LUMAT

Self Cite

View full text Add to dashboard Cite

This study focuses on a comparison of personal meanings that students from Finland (FIN) and Germany (GER) assign to (learning) mathematics. Participants are 256 Finnish and 276 German ninth graders. The survey consists of 18 scales that are based on the theory of personal meaning. The original German version was translated into Finnish. Using item response theory (IRT) partial credit models, the psychometric properties of the scales were found to be good. As statistical procedure, Differential Item Functioning (DIF) analysis and mean comparisons were conducted to compare the two groups’ (FIN and GER) responses. Indicators of educational system and curriculum could be found in students’ responses to explain similarities and differences between the two samples. In both countries, social inclusion is meaningful for most of the students (Support by teacher, Experience of relatedness, and Emotional-affective relation to teacher). In addition, it is personally meaningful for Finnish students to do well in mathematics. This shows a link to identity-related questions such as confirming important aspects of the self. Hence, personal meanings related to mathematics are more common in Finland than in Germany (Active practice of mathematics, Cognitive challenge, and Self-perfection).

show abstract

“…4.3.3.2 for an example with relation to the coding paradigm proposed by Strauss andCorbin 1990 andStrauss 2015 respectively). To gain a more practical idea about the application of grounded theory, we suggest looking at Vollstedt (2015) for an example of the application of grounded theory methods in an international comparative study in mathematics education carried out in Germany and Hong Kong.…”

Section: A Short Introduction To the Methods And Techniques Of Groundmentioning

confidence: 99%

“…The core category described "the central phenomenon around which all the other categories are integrated" (Strauss and Corbin 1990, p. 116). If the core category is found, the story line of the research is set or, as Vollstedt (2015) writes, the path is detected that leads the way through all the trees so that the wood can finally be seen. Having detected the core category, the researcher knows the central phenomenon of his/her research and can finally answer the research question.…”

Section: Selective Codingmentioning

confidence: 99%

An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm

2019

Self Cite

View full text Add to dashboard Cite

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.

show abstract

To See the Wood for the Trees: The Development of Theory from Empirical Interview Data Using Grounded Theory

Cited by 9 publications

References 17 publications

Intuitive ideas about chance and probability in children from 4 to 6 years old

Intuitive ideas about chance and probability in children from 4 to 6 years old

Investigation of Finnish and German 9th grade students’ personal meaning with relation to mathematics

An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm

Contact Info

Product

Resources

About