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Qualitative Analyses of Data

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Using Design Research and History to Tackle a Fundamental Problem with School Algebra

Part of the book series: History of Mathematics Education ((HME))

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Abstract

Qualitative data from the main study are summarized, analyzed, and interpreted from the perspective of Herbart’s theory of apperception and Del Campo and Clements’s theory of receptive-expression modes of communication. For many of the students, there was evidence of “significant growth,” but for some, there was “no evidence.” Findings from these analyses complemented and supported findings from the quantitative analyses in Chapter 7. Qualitative analyses of pre-teaching data suggested that the students remembered very little, if anything, about structures and modeling that they had previously studied—despite the fact that common-core expectations would be that they should have had a strong grasp.

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Authors and Affiliations

  1. Department of Mathematics Sciences, University of Wisconsin–Stevens Point, Stevens Point, WI, USA

    Sinan Kanbir

  2. Department of Mathematics, Illinois State University, Normal, IL, USA

    M. A. (Ken) Clements & Nerida F. Ellerton

Authors
  1. Sinan Kanbir
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  2. M. A. (Ken) Clements
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  3. Nerida F. Ellerton
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Kanbir, S., Clements, M.A.(., Ellerton, N.F. (2018). Qualitative Analyses of Data. In: Using Design Research and History to Tackle a Fundamental Problem with School Algebra. History of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-59204-6_8

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  • DOI: https://doi.org/10.1007/978-3-319-59204-6_8

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-59203-9

  • Online ISBN: 978-3-319-59204-6

  • eBook Packages: EducationEducation (R0)

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