Qualitative research methods used in math education. Validity and reliability. Research studies in math education based on video analysis. Research studies in math education based on analysis of interviews. Research studies in math education based on documentation. Applications of video analysis, interview analysis and documentation.
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Program Outcomes | Teaching Methods | Assessment Methods |
| 1) Knows qualitative research methods used in math education. | 10 | 1, 3 | E |
| 2) Knows and applies validity and reliability techniques used in qualitative research. | 8, 10 | 1, 3 | E |
| 3) Analyzes math lessons videos in line with appropriate criteria. | 4, 9, 10 | 1, 2, 3 | G, H |
| 4) Analyzes interviews with students in line with appropriate criteria. | 6, 9, 10 | 1, 2, 3 | G, H |
| 5) Analyzes documents related to teaching or learning math in line with appropriate criteria. | 4, 6, 9, 10 | 1, 2, 3 | G, H |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Qualitative research methods used in math education | |
| 2 | Qualitative research methods used in math education | |
| 3 | Validity and reliability in qualitative reseach | |
| 4 | Validity and reliability in qualitative reseach | |
| 5 | Research studies based on video analysis | |
| 6 | Research studies based on video analysis | |
| 7 | Analysis of a math lesson video-implementation | |
| 8 | Research studies based on analysis of interviews | |
| 9 | Research studies based on analysis of interviews | |
| 10 | Analysis of an interview-implementation | |
| 11 | Research studies based on documentation | |
| 12 | Research studies based on documentation | |
| 13 | Analysis of teaching / learning math documents-implementation | |
| 14 | Triangulation in qualitative research | |
Recommended Sources
| RESOURCES | |
| Compulsory | Selected math education articles used qualitative research paradigms |
| Recommended | 1) Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education (7th ed.). London: Routledge. |
Material Sharing
| COURSE MATERIALS | |
| Documents | Selected math education articles used qualitative research paradigms |
| Assignments |
Assignment 1:
Develop a math task to be implemented in a middle school class. Videotape implementation of your task. (Ask for permission for videotape from school administration and students) Analyze the video in terms of the criteria you have determined. Explain why you have chosen those criteria. Assignment 2: To collect data about students’ mathematical thinking develop and apply an interview protocol. Record your interview (Ask for permission for videotape from school administration and students). Analyze the interview data in terms of the criteria you have determined. Explain why you have chosen those criteria. Assignment 3: To collect data about students’ mathematical thinking develop and apply an documentation protocol. Analyze the documents in terms of the criteria you have determined. Explain why you have chosen those criteria. |
| Exams | Final: Write a qualitative research proposal to investigate one of the contemporary issues in math education. Briefly write about the importance of the problem and its background. Illustrate protocols of your data collection tools. Explain how you will analyze the data you collect through these tools. |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | Quantity | Percentage |
| Midterm | ||
| Final | 1 | 40 |
| Assignment | 3 | 60 |
| Total | 100 | |
| Contribution of Final Exam to Overall Grade | 40 | |
| Contribution of In-term Studies to Overall Grade | 60 | |
| Total | 100 | |
Course’s Contribution to Program
| COURSE CONTRIBUTION TO PROGRAM OUTCOMES | ||||||
| No | Program Outcomes | Level of contribution | ||||
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Knows historical, cultural and scientific developments of the mathematical and geometrical concepts covered in elementary school mathematics curriculum. | X | ||||
| 2 | Applies fundamental mathematical and geometric concepts into other disciplines and real life situations. | X | ||||
| 3 | Applies mathematical processes (e.g. problem solving, proving theorems, etc.) into given cases accurately. | X | ||||
| 4 | Plans for teaching mathematics in line with the elementary school mathematics curriculum’s vision, philosophy and goals. | X | ||||
| 5 | Uses teaching strategies and techniques that are appropriate for students’ age, grade level, individual differences and readiness level. | X | ||||
| 6 | Determines and applies appropriate strategies and materials to foster and evaluate students’ mathematical thinking skills. | X | ||||
| 7 | Uses and develops appropriate resources and materials to teach mathematics. | X | ||||
| 8 | Monitors students’ learning process, development and achievement and assesses them by using appropriate assessment tools. | X | ||||
| 9 | Improves professional knowledge by following recent issues in mathematics education | X | ||||
| 10 | Contributes to the development of mathematics education by doing scientific research | X | ||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course hours (including the exam week: 15 x total course) | 15 | 3 | 45 |
| Hours for off-the-classroom study (pre-study, practice) | 15 | 2 | 30 |
| Midterm | |||
| Assignment | 3 | 10 | 30 |
| Final Exam | 1 | 15 | 15 |
| Total Workload | 120 | ||
| Total Workload / 25 (hours) | 4.8 | ||
| ECTS | 5 | ||