A Methodological Approach to Researching the Development of Teachers’ Knowledge in a Multi-Representational Technological Setting

  • Alison Clark-WilsonEmail author
Part of the Mathematics Education in the Digital Era book series (MEDE, volume 2)


This chapter details the methodological approach adopted within a doctoral study that sought to apply and expand Verillon and Rabardel’s (European Journal of Psychology of Education, 10, 77–102, 1995) triad of instrumented activity as a means to understand the longitudinal epistemological development of a group of secondary mathematics teachers as they began to integrate a complex new multi-representational technology (Clark-Wilson, How does a multi-representational mathematical ICT tool mediate teachers’ mathematical and pedagogical knowledge concerning variance and invariance? Ph.D. thesis, Institute of Education, University of London, 2010a). The research was carried out in two phases. The initial phase involved fifteen teachers who contributed a total of sixty-six technology-mediated classroom activities to the study. The second phase adopted a case study methodology during which the two selected teachers contributed a further fourteen activities. The chapter provides insight into the methodological tools and processes that were developed to support an objective, systematic and robust analysis of a complex set of qualitative classroom data. The subsequent analysis of this data, supported by questionnaires and interviews, led to a number of conclusions relating to the nature of the teachers’ individual technology-mediated learning.


Hiccup Instrumented activity Instrument utilisation scheme Multi-representational technology Social utilisation scheme TI-Nspire Mathematical variance and invariance 



The data collection carried out during Phase One of the study (and part of the data collection in Phase Two) was funded by Texas Instruments within two evaluation research projects, which have been published in Clark-Wilson (2008a) and (2009).


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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.London Knowledge Lab, Institute of EducationUniversity of LondonLondonUK

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