Abstract
The originators of the LPS project, Clarke, Keitel and Shimizu, felt that the methodology developed by Clarke and known as complementary accounts (Clarke, 1998), which had already demonstrated its efficacy in a large-scale classroom study (subsequently reported in Clarke, 2001) could be adapted to meet the needs of the Learner’s Perspective Study.
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References
Clarke, D. J. (1998). Studying the classroom negotiation of meaning: Complementary accounts methodology. In A. Teppo (Ed.), Qualitative research methods in mathematics education, monograph number 9 of the Journal for Research in Mathematics Education (pp. 98–111). Reston, VA: NCTM.
Clarke, D. J. (Ed.). (2001). Perspectives on practice and meaning in mathematics and science classrooms. Dordrecht, The Netherlands: Kluwer Academic Press.
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Clarke, D. (2014). Appendix. In: Leung, F.K.S., Park, K., Holton, D., Clarke, D. (eds) Algebra Teaching around the World. Series Preface. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-707-0_14
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DOI: https://doi.org/10.1007/978-94-6209-707-0_14
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