Approaches to Qualitative Research in Mathematics Education

Chapter 1 Grounded Theory Methods

Chapter 2 To See the Wood for the Trees: The Development of Theory from Empirical Interview Data Using Grounded Theory

Chapter 3 Methods for Reconstructing Processes of Argumentation and Participation in Primary Mathematics Classroom Interaction

Chapter 4 Reconstructing Argumentation Structures: A Perspective on Proving Processes in Secondary Mathematics Classroom Interactions

Chapter 5 Empirically Grounded Building of Ideal Types. A Methodical Principle of Constructing Theory in the Interpretative Research in Mathematics Education

Chapter 6 How Ideal Type Construction Can Be Achieved: An Example

Chapter 7 The Question of Method in a Vygotskian Semiotic Approach

Chapter 8 The Nested Epistemic Actions Model for Abstraction in Context: Theory as Methodological Tool and Methodological Tool as Theory

Chapter 9 Advancing Research by Means of the Networking of Theories

Chapter 10 A Cross-Methodology for the Networking of Theories: The General Epistemic Need (GEN) as a New Concept at the Boundary of Two Theories

Chapter 11 Understanding Learning Across Lessons in Classroom Communities: A Multi-leveled Analytic Approach

Chapter 12 The Combination of Qualitative and Quantitative Research Methods in Mathematics Education: A “Mixed Methods” Study on the Development of the Professional Knowledge of Teachers

Chapter 14 A Study on Professional Competence of Future Teacher Students as an Example of a Study Using Qualitative Content Analysis

Chapter 15 The Contemporary Importance of Triangulation in a Post-Positivist World: Examples from the Learner’s Perspective Study

Chapter 16 An Introduction to Design-Based Research with an Example From Statistics Education

Chapter 17 Perspectives on Design Research: The Case of Didactical Engineering

Chapter 18 Educational Design Research to Support System-Wide Instructional Improvement

Chapter 19 Looking Back