Abstract
This chapter of the part presents an example of an ideal type construction of epistemic processes focusing on interest-dense situations. The ideal type construction consists of four steps. The first step starts with reconstructing empirical cases of epistemic processes by data aggregation; it yields to pictographs that represent the investigated episodes in terms of phase structures. In the second step, these structures are grouped according to high homogeneity within and heterogeneity between the groups to shape the base for disclosing the situational key features of each group. In the third step these key features are used to create ideal types of the epistemic processes as “pure cases”. Finally the paper illustrates the fourth step describing how these types may contribute to gaining theoretical insight into the dynamic of the epistemic processes investigated.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Bikner-Ahsbahs, A. (2003). Empirisch begründete Idealtypenbildung. Ein methodisches Prinzip zur Theoriekonstruktion in der interpretativen mathematikdidaktischen Forschung [Empirically grounded building of ideal types. A methodical principle of constructing theory in the interpretative research in mathematics education, translated version in the previous chapter of this book]. Zentralblatt für Didaktik der Mathematik ZDM, 35(5), 208–222.
Bikner-Ahsbahs, A. (2005). Mathematikinteresse zwischen Subjekt und Situation—Baustein für eine mathematikdidaktische Interessentheorie [Interest in mathematics between subject and situation— building stone for an interest theory in mathematics education]. Hildesheim: Div Verlag Franzbecker.
Bikner-Ahsbahs, A. (2006). Semiotic sequence analysis—Constructing epistemic types. In J. Novotná, H. Moraovsá, M. Krátká, & N. Stehliková (Eds.), Mathematics in the centre. Proceedings of the 30th Conference of the International group for the Psychology of Mathematics Education (Vol. 2, pp. 161–168). Prague (Czech Republic): Charles University, Faculty of Education.
Bikner-Ahsbahs, A. (2008). Erkenntnisprozesse—Rekonstruktion ihrer Struktur durch Idealtypenbildung. [Epistemic processes—Reconstructing the structure through building ideal types]. In Helga Jungwirth & Götz Krummheuer (Eds.), der Blick nach innen: Aspekte der täglichen Lebenswelt Mathematikunterricht. [The view inside: Aspects of everyday life called mathematics classroom.] (pp. 105–144). Münster: Waxmann.
Bikner-Ahsbahs, A., & Halverscheid, St. (2014) Introduction to the theory of interest-dense situations. In A. Bikner-Ahsbahs, S. Prediger, & The Networking Theories Group. (Eds.), Networking of theories in mathematics education (Book in the series Advances of mathematics education) (pp. 97–113). New York/Berlin: Springer.
Gerhard, U. (1986). Verstehende Strukturanalyse: Die Konstruktion von Idealtypen als Analyseschritt bei der Auswertung qualitativer Forschungsmaterialien. [Interpretative structure analysis: The construction of ideal types as a step of analysis]. In H. Soeffner (Ed.), Sozialstruktur und Typik [Social structure and typicality] (pp. 31–83). Frankfurt/New York: Campus Verlag.
Gerhard, U. (1991). Typenbildung [Building ideal types]. In U. Flick, E. von Kardoff, H. Keupp, L. von Rosenstiel, and S. Wolff (Eds.), Handbuch der Sozialforschung [Handbook of social research] (pp. 435–439). München: Psychologische Verlagsunion.
Gerhard, U. (2001). Idealtypus [Ideal type]. Baden-Baden: Suhrkamp Taschenbuch, Wissenschaft 1542.
Hoffmann, M. H. G. (2004). Learning by developing knowledge networks. Zentralblatt für Didaktik der Mathematik ZDM, 36(6), 196–205.
Hoffmann, M. H. G. (2005). Erkenntnisentwicklung—Ein semiotisch-pragmatischer Ansatz [Recognition development—A semiotic-pragmatic approach] (Philosophische Abhandlungen, Vol. 90). Frankfurt a.M: Vittorio Klostermann.
Kluge, S. (1999). Empirisch begründete Typenbildung—Zur Konstruktion von Typen und Typologien in der qualitativen Sozialforschung [Building types empirically based—Towards the construction of types and typologies in the qualitative social sciences]. Opladen: Leske+Budrich.
Krummheuer, G. (1992). Lernen mit Format [Learning through format]. Weinheim: Deutscher Studienverlag.
Krummheuer, G. (1995). The ethnography of argumentation. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom culture (pp. 229–270). Mahwah, NJ: Lawrence Erlbaum.
Mason, J., & Waywood, A. (1996). The role of theory in mathematics education and research. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook of mathematics education (pp. 1055–1089). Dordrecht/Boston/London: Kluwer.
Treibel, A. (2000). Einführung in soziologische Theorien der Gegenwart [Introducing present sociological theories]. Opladen: Leske+Budrich UTB.
Weber, M. (1921/1984). Soziologische Grundbegriffe [Basic sociological terms]. Tübingen: J.C.B. Mohr, UTB.
Weber, M. (1922/1985). Wissenschaftslehre. Gesammelte Aufsätze. Mohr: Tübingen: J.C.B
Weber, M. (1949). The methodology of the social sciences. (translation of Max Weber (1922): Shils, E. A., & Finch, H. A.). Glencoe: The Free Press. https://archive.org/stream/maxweberonmethod00webe#page/n3/mode/2up. Accessed 20 Dec 2013
Zeman, J. (1977). Peirce’s theory of signs. In T. A. Seboek (Ed.), A perfusion of sign (pp. 22–39). Bloomington: Indiana University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix: Transcription Key
Appendix: Transcription Key
S(s), T | Student(s), teacher |
EXACT | Emphasized or with a loud voice |
e-x-a-c-t | Prolonged |
exact. | Dropping the voice |
exact´ | Raising the voice |
,exact | With a new onset |
(.),(..)… | 1, 2 … sec pause |
(....) | More than 3 sec pause |
(gets up) | Nonverbal activity |
/S | Interrupts the previous speaker |
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Bikner-Ahsbahs, A. (2015). How Ideal Type Construction Can Be Achieved: An Example. 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_6
Download citation
DOI: https://doi.org/10.1007/978-94-017-9181-6_6
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-017-9180-9
Online ISBN: 978-94-017-9181-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)