Abstract
This example illustrates how research including the networking of two epistemic actions models from different theoretical perspectives is conducted and yields a new concept at the boundary of the two theoretical approaches. It illustrates a cross-methodology and the networking strategies described in the previous chapter of this part. The cross-methodology comprises five cross-over stages that systematically link the research process from the two perspectives in every methodical step and reveal an in-depth comprehension of the new concept from the two perspectives.
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Project supported by the German-Israeli Foundation for Scientific Research and Development (GIF) under grant number 946–357.4/2006.
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S(s), T | student(s), teacher |
EXECT | loud voice |
exect | with stressed voice |
e-x-a-c-t | prolonged |
exact. | dropping the voice |
exact´ | raising the voice |
,exact | with a new onset |
exact- | voice remains suspended |
(.),(..)(…) | 1, 2, 3 s pause |
(....) | more than 3 s pause |
(5 s) | 5 s pause, if necessary |
(gets up) | nonverbal activity, the duration of non verbal activity need not be fixed unless it is special, a pause of 2 s afterwards (..), interpreted (slow) |
(exact??) | assumed utterance |
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Bikner-Ahsbahs, A., Kidron, I. (2015). A Cross-Methodology for the Networking of Theories: The General Epistemic Need (GEN) as a New Concept at the Boundary of Two Theories. In: Bikner-Ahsbahs, A., Knipping, C., Presmeg, N. (eds) Approaches to Qualitative Research in Mathematics Education. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9181-6_10
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