A comparison of approaches to stimulated recall interviews with mathematics teachers in order to identify shifts in attention

Research output: Chapter in Book/Report/Conference proceedingChapter in a book

Abstract

In the course of pilot studies for researching mathematics teacher pedagogy and classroom awareness, I have conducted interviews using different approaches to stimulated recall. In this methodological discussion, which draws on empirical data in order to illustrate methodological findings, I consider how the temporal constraints and activity-related context of the interviews interacts with the qualities of response from the participants in two such interviews. Reflections on two case studies suggest that where a stimulated recall interview follows on directly from the originating event, particular care must be taken to establish a descriptive frame for participant responses.
Original languageEnglish
Title of host publicationProceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education
EditorsEwa Bergqvist, Magnus Österholm, Carina Granberg, Lovisa Sumpter
Place of PublicationUmeå, Sweden
Pages2-179
Number of pages2
Volume2
ISBN (Electronic)978-91-7601-903-0
Publication statusPublished - 1 Jul 2018
Event42nd Conference of the International Group for the Psychology of Mathematics Education - Umeå, Sweden, Umeå, Sweden
Duration: 3 Jul 20188 Jul 2018

Publication series

NameProceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education
PublisherPME
ISSN (Electronic)0771-100X

Conference

Conference42nd Conference of the International Group for the Psychology of Mathematics Education
Abbreviated titlePME 42
Country/TerritorySweden
CityUmeå
Period3/07/188/07/18

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