Analytical Methods in Mathematics Education

Math 610, Fall 2005

DuSable Hall 152

Dr. Diana Steele

357 Watson Hall
Northern Illinois University
DeKalb, IL 60112-2888

Telephone: 815-753-6755
E-Mail: dsteele@math.niu.edu
Class meetings: Thursdays 6:15-8:55 P.M.
Office Hours: Tuesdays and Thursdays 3:00-4:00 P.M. and by appointment

Overview of the course:

The notion of "qualitative research" conjures up a variety of responses. Some people focus on the
assumptions behind qualitative methods. Those assumptions include the value of understanding
behavior from a participant's point of view, the importance of context, and the notion that
meaning is socially constructed. Other people emphasize the methods qualitative researchers use.
Those methods include interviewing, participant and non-participant observation, and document
analysis. Finally, there are others who stress the distinctions made among the forms of qualitative
research. Those forms include ethnography, case study, life history, grounded theory, clinical
interviews.

Purposes of this course:

(1) One purpose is to understand something of qualitative research. That means looking at the
conceptual roots, assumptions, and methodologies of qualitative research both by itself, and in
conjunction with quantitative approaches. To that end, we will read and discuss a range of
literature on how and why qualitative research is done.

(2) A second purpose is to learn how and why qualitative research fits into the framework of
learning and teaching mathematics in educational settings. We do this for two reasons. First,
while qualitative research is not restricted to schools and classrooms, those sites are increasingly
viewed as rich contexts for qualitative analysis. Second, one way to think about doing qualitative
work is to read the results of others' efforts. To that end, we will spend a considerable amount of
time reading and discussing a range of qualitative studies (and the methodologies behind them)
in mathematics education.

(3) One can learn a lot by reading and talking about these ideas and methods. But the only way to
get a real feel for this kind of work is to do it. So the third purpose is to provide opportunities to
do some qualitative research. To that end, I have organized a series of in-class and out-of-class
activities around the three principal methods of data collection and analysis: interviewing,
observing, and document analysis. I have no expectation that you will emerge from this course as
expert researchers; but I do expect that you will emerge sufficiently knowledgeable and

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experienced such that you can make informed decisions about if and how you might use
qualitative approaches in your own work.

Based on the required readings, class discussions, and class participation, you will be able:

1. to understand the philosophy of qualitative research,

2. to understand the methodology of qualitative research,

3. to discuss and evaluate different qualitative methods in mathematics education research,

4. to analyze and to synthesize results of theoretical and applied research studies on the teaching
and the learning of mathematics,

5. to propose, conduct, and write the results of a small qualitative study in mathematics
education, and

Required texts:

Sowder, J., & Schappelle, B. (2002). Lessons learned from research. Reston, VA: National
Council of Teachers of Mathematics.

Teppo. A. (1998). Qualitative research methods in mathematics education. Monograph 9.

Reston, VA: National Council of Teachers of Mathematics.

Selected Supplemental Readings

Course Assignments:

You will have five assignments across the semester. They are as follows:

1. Class Discussion Facilitator (date and reading to be determined). One time during the
semester you will lead the class discussion, as an expert, for one of the assigned readings, either
from one of the required texts or from supplemental readings. Criteria for evaluation of
discussion leader facilitator will be: 1) was article carefully and closely read and analyzed, 2)
were key points identified, 3) was typed handout on themes and issues painstakingly prepared,
and 4) was discussion kept on track?

2. Discussion Synthesis (dates to be determined). You will prepare a synthesis of two class
discussions for two nights of the course. Each synthesis should be typed and will be due the next
week after the discussion. Each synthesis should provide a summary of:
- major issues raised
- questions generated
- positions presented
- conclusions and recommendations

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You should provide copies for each class member. Review of the synthesis will begin each class
session.

3. Reflective/Interpretive Writing. Writing can be a powerful tool for thinking about and learning
mathematics. We will experiment with writing in our course as a vehicle for reflecting on what
we are thinking and learning about the themes and issues around which the course is organized.
You will write each week about your own sense-making of the ideas. The aim is to provide a
formal way for you to critically reflect about the ideas that emerge through the course readings
and activities. I will collect your writing each week. Occasionally, (about six times) you will be
ask to write at the beginning of class about some issue from your readings (about 15 minutes). I
will respond to your writings with my own written feedback. I would prefer the reflective
writings done out of class be typed.

4. Written proposal/methodology/findings of your research study. For this assignment you will
define and develop a field study. The choice of topics is up to you, but you should choose
something significant to mathematics learning and/or teaching. For example, you might do a
non-participant observation study of students’ interactions during a specific mathematics course.
You might do a participant observation study as you teach a series of lessons to a group of
students. You could do a clinical interview of a student’s understanding of a particular
mathematical concept. In any event, the principal source of data should be the field notes you
take during and/or after each observation/interview.

The written product will be a paper of 30-40 double-spaced pages. Your paper should include the
following elements: a) an introduction which gives an overview of your study and the argument
you are making; b) a review of the relevant literature (8-10 pages of total paper); c) a description
of your methods of data collection and analysis; d) a presentation of your major findings
supported with evidence; e) a discussion of your findings in light of the extant literature; f) a
conclusion that reiterates your major points.

The final paper is tentatively due on DECEMBER 1.

You must use APA (American Psychological Association) style of writing in the research report.

5. Oral report of a research study (last class meeting). During the last class, expect to talk both
about your paper and the process of constructing it. You will have 15 minutes for your report.

Course Evaluation:

The grading scale will be approximately as follows:

90 - 100 points A
80 - 89 points B
70 - 79 points C
60 - 69 points D

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Your final grade will be determined as follows:

Attendance and participation 10 points

Class Discussion Facilitator 15 points

Discussion Synthesis (5 points each) 10 point

Written proposal/methodology/findings/presentation 50 points

of your research study:

Reflective writing 15 points

Final Exam 5 points

TOTAL 100 points

Note: I expect assignments to be completed on time even if you are absent. Assignments are due
at the beginning of the class period. No assignments will be accepted after

Students with disabilities: NIU abides by Section 504 of the Rehabilitation Act of
1973 which mandates reasonable accommodations be provided for qualified students
with disabilities. If you have a disability and may require some type of instructional
and/or examination accommodation, please contact me early in the semester so that I
can provide or facilitate in providing accommodations you may need. If you have not
already done so, you will need to register with the Center for Access-Ability
Resources (CAAR), the designated office on campus to provide service and
administer exams with accommodations for student with disabilities. The CAAR
office is located on the 4th floor of the University Health Services building (815/753-
1303).

Reminders: General Classroom Etiquette

* Turn off pagers, phones, etc.
* Plan to arrive on time, stay to the end of class, and be in the classroom for the entire
session
* Only students who are registered for this course should attend this class

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 Semester Schedule (Proposed)

Session Date Topic

1 Aug. 25 Introduction and Overview

2 Sept. 1 Qualitative Research in Education

Qualitative Methods in Research

3 Sept. 8 Philosophical Considerations for Qualitative/Quantitative Research

Qualitative Methods in Research Education

4 Sept. 15 Philosophical Considerations for Qualitative/Quantitative Research

Qualitative Methods in Research

5 Sept. 22 Philosophical Considerations for Qualitative Research

Nature of Mathematics Education Research

6 Sept. 29 Philosophical Considerations for Qualitative Research

Quantitative Methods in Research

7 Oct. 6 History of Research in Mathematics

Quantitative Methods in Research

8 Oct. 13 Research on Mathematics Teaching

Quantitative Methods in Research

9 Oct. 20 Research on Mathematics Teaching and Learning

Reliability and Validity in Research

10 Oct. 27 Research on Mathematics Teaching and Learning

Reliability and Validity in Research

11 Nov. 3 Research on Mathematics Teaching and Learning

Quantitative Methods in Research

12 Nov. 10 Research on Mathematics Teaching and Learning

***

13 Nov. 17 Research on Mathematics Teaching and Learning

***

14 Nov. 24 Thanksgiving

14 Dec. 1 Presentations of Research Projects

15 Dec. 8 Final Week Final Examination, 6:15-8:05

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 August/September Readings Schedule

Session Date Topic

1 Aug. 25

2 Sept. 1 Sherman, R. R., & Webb, R. B. (1990). Qualitative research in education:

A Focus. In R. R. Sherman, & R. B. Webb (Eds.), Qualitative research in
education: Focus and method (pp. 2-21). London: The Falmer Press.

Giarelli, J. M., & Chambliss, J. J. (1990). Philosophy of education as qualitative

inquiry. In R. R. Sherman, & R. B. Webb (Eds.), Qualitative research in education:
Focus and methods (pp. 30-43). London: The Falmer Press.

3 Sept. 8 Smith, J. K. (1983). Quantitative versus qualitative research: An attempt to

clarify the issue. Educational Researcher, 12, 6-13.

Smith, J. K. , & Heshusius, L. (1986). Closing down the conversation: The end of
the quantitative-qualitative debate among educational inquirers. Educational
Researcher, 15, 4-12.

Teppo, A. R. (1998). Diverse ways of knowing. In A. Teppo (Ed.), Qualitative research

methods in mathematics education (pp. 1-16). Reston, VA: National Council of Teachers
of Mathematics.

4 Sept. 15 Shulman, L. S. (1981). Disciplines of inquiry in education: An overview.

Educational Researcher, 10, 5-12, 23.

Hostetler, K. (2005). What is “good’ education research? Educational Researcher, 34,

16-21.

Pirie, S. (1998). Toward a definition for research. In A. Teppo (Ed.), Qualitative research
methods in mathematics education (pp. 17-21). Reston, VA: National Council of
Teachers of Mathematics.

5 Sept. 22 Boote, D N., & Beile, P. (2005). Scholars before researchers: On the centrality of the
dissertation literature review in research preparation. Educational Researcher, 34, 3-15.

Ernest, P. (1998). The epistemological basis of qualitative research in mathematics

education: a postmodern perspective. In A. Teppo (Ed.), Qualitative research methods in
mathematics education (pp. 22-39). Reston, VA: National Council of Teachers of
Mathematics.

6 Sept. 29 Porter, A. C. (2002). Measuring the content of instruction: Uses in research and practice.
Educational Researcher, 31, 3-14.

Goldin, G. A. (1998). Observing mathematical problem solving through task-based

interviews. In A. Teppo (Ed.), Qualitative research methods in mathematics education
(pp. 40-62). Reston, VA: National Council of Teachers of Mathematics.

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