Handbook of Research Design in Mathematics and Science Education

by Kelly, Anthony Eamonn; Lesh, Richard A.

• ISBN13: 9780805832815
• ISBN10: 0805832815
• Format: Hardcover
• Copyright: 2000-04-01
• Publisher: Lawrence Erlbau

Summary

TheHandbook of Research Design in Mathematics and Science Educationis based on results from an NSF-supported project (REC 9450510) aimed at clarifying the nature of principles that govern the effective use of emerging new research designs in mathematics and science education. A primary goal is to describe several of the most important types of research designs that: * have been pioneered recently by mathematics and science educators; * have distinctive characteristics when they are used in projects that focus on mathematics and science education; and * have proven to be especially productive for investigating the kinds of complex, interacting, and adapting systems that underlie the development of mathematics or science students and teachers, or for the development, dissemination, and implementation of innovative programs of mathematics or science instruction. The volume emphasizes research designs that are intended to radically increase the relevance of research to practice, often by involving practitioners in the identification and formulation of the problems to be addressed or in other key roles in the research process. Examples of such research designs include teaching experiments, clinical interviews, analyses of videotapes, action research studies, ethnographic observations, software development studies (or curricula development studies, more generally), and computer modeling studies. This book's second goal is to begin discussions about the nature of appropriate and productive criteria for assessing (and increasing) the quality of research proposals, projects, or publications that are based on the preceding kind of research designs. A final objective is to describe such guidelines in forms that will be useful to graduate students and others who are novices to the fields of mathematics or science education research. The NSF-supported project from which this book developed involved a series of mini conferences in which leading researchers in mathematics and science education developed detailed specifications for the book, and planned and revised chapters to be included. Chapters were also field tested and revised during a series of doctoral research seminars that were sponsored by the University of Wisconsin's OERI-supported National Center for Improving Student Learning and Achievement in Mathematics and Science. In these seminars, computer-based videoconferencing and www-based discussion groups were used to create interactions in which authors of potential chapters served as "guest discussion leaders" responding to questions and comments from doctoral students and faculty members representing more than a dozen leading research universities throughout the USA and abroad. A Web site with additional resource materials related to this book can be found athttp://www.soe.purdue.edu/smsc/lesh/ This internet site includes directions for enrolling in seminars, participating in ongoing discussion groups, and submitting or downloading resources which range from videotapes and transcripts, to assessment instruments or theory-based software, to publications or data samples related to the research designs being discussed.

Table of Contents

Preface	9	(2)
PART I: THE NEED TO ADDRESS PRIORITY PROBLEMS	11	(96)
Purposes and Assumptions of This Book	17	(18)
Richard Lesh
Barbara Lovitts
Anthony E. Kelly
Trends and Shifts in Research Methods	35	(10)
Anthony E. Kelly
Richard Lesh
Research Agendas: Identifying Priority Problems and Developing Useful Theoretical Perspectives	45	(28)
Richard Lesh
Barbara Lovitts
The Impact of Standards-Based Reform on Methods of Research in Schools	73	(14)
Thomas A. Romberg
Angelo Collins
Improving Research and Systemic Reform Toward Equity and Quality	87	(20)
Jere Confrey
PART II: REFLECTING ON INSTRUMENTS AND METHODS	107	(84)
Formulating Operational Definitions of Desired Outcomes of Instruction In Mathematics and Science Education	113	(38)
Richard Lesh
David Clarke
Progress in Research: The Interplay Among Theory, Research Questions, and Measurement Techniques	151	(18)
Jose P. Mestre
The Corruption of a Research Design: A Case Study of a Curriculum Innovation Project	169	(22)
Hugh F. Cline
Ellen B. Mandinach
PART III: TEACHING EXPERIMENTS	191	(170)
Multitiered Teaching Experiments	197	(34)
Richard Lesh
Anthony Kelly
Transformative Teaching Experiments Through Conjecture-Driven Research Design	231	(36)
Jere Confrey
Andrea Lachance
Teaching Experiment Methodology: Underlying Principles and Essential Elements	267	(40)
Leslie P. Steffe
Patrick W. Thompson
Conducting Teaching Experiments in Collaboration With Teachers	307	(28)
Paul Cobb
Research on the Development of Mathematics Teachers: The Teacher Development Experiment	335	(26)
Martin A. Simon
PART IV: CLASSROOM-BASED RESEARCH	361	(152)
Working on the Inside: Using One's Own Practice as a Site for Studying Teaching and Learning	365	(38)
Deborah Loewenberg Ball
Paradigms for Teacher-Centered Classroom-Based Research	403	(26)
Helen M. Doerr
Patricia P. Tinto
Action Research as a Research Methodology for the Study of the Teaching and Learning of Science	429	(28)
Allan Feldman
Jim Minstrell
Integrating a Naturalistic Paradigm Into Research on Mathematics and Science Cognition and Learning	457	(30)
Judit N. Moschkovich
Mary E. Brenner
Interpretive Research in Science Education	487	(26)
Kenneth Tobin
PART V: CLINICAL METHODS	513	(220)
A Scientific Perspective on Structured, Task-Based Interviews in Mathematics Education Research	517	(30)
Gerald A. Goldin
Analysis of Clinical Interviews: Foundations and Model Viability	547	(44)
John Clement
Principles for Developing Thought-Revealing Activities for Students and Teachers	591	(56)
Richard Lesh
Mark Hoover
Bonnie Hole
Anthony Kelly
Thomas Post
Videorecording as Theory	647	(18)
Rogers Hall
Iterative Refinement Cycles for Videotape Analyses of Conceptual Change	665	(44)
Richard Lesh
Richard Lehrer
Choosing and Using Video Equipment for Data Collection	709	(24)
Jeremy Roschelle
PART VI: CURRICULUM DESIGN AS RESEARCH	733	(82)
Mathematics Curriculum Development as a Scientific Endeavor	737	(24)
Michael T. Battista
Douglas H. Clements
Designing Effective Software	761	(16)
Douglas H. Clements
Michael T. Battista
Technology Design as Educational Research: Interweaving Imagination, Inquiry, and Impact	777	(22)
Jeremy Roschelle
Nicholas Jackiw
The Role of Historical Studies in Mathematics and Science Educational Research	799	(16)
David Dennis
PART VII: TOWARD ASSESSMENT DESIGN	815	(112)
Subgroup Differences on the GRE Quantitative Test Based on the Underlying Cognitive Processes and Knowledge	821	(38)
Kikumi K. Tatsuoka
Gwyneth M. Boodoo
Cautions and Considerations: Thoughts on the Implementation and Evaluation of Innovation in Science Education	859	(18)
S. Marie A. Cooper
Assessing Learning as Emergent Phenomena: Moving Constructivist Statistics Beyond the Bell Curve	877	(36)
Walter M. Stroup
Uriel Wilensky
When Using the Mean Is Meaningless: Examples From Probability Theory and Cardiology	913	(14)
Larry Liebovitch
Angelo Todorov
Mark Wood
Kenneth Ellenbogen
References	927	(44)
Author Index	971	(8)
Subject Index	979