Abstract
Typically, for a teaching experiment, the accepted methodology used to assess learning and conceptual development is based on one-on-one interviews with an observer prompting, recording and analysing the vocalizations of a child engaged in a problem solving activity. The teacher-researcher must extend such an assessment to a classroom environment consisting of many students, not necessarily children, engaged in problem solving.
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Baker, W. (2016). Qualitative and Quantitative Analysis. In: Czarnocha, B., Baker, W., Dias, O., Prabhu, V. (eds) The Creative Enterprise of Mathematics Teaching Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-549-4_15
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DOI: https://doi.org/10.1007/978-94-6300-549-4_15
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