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

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.