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Handbook of Research Design in Mathematics and Science Education

Edited by: Anthony E. Kelly , Richard A. Lesh

Print publication date:  April  2000
Online publication date:  October  2012

Print ISBN: 9780805832815
eBook ISBN: 9781410602725
Adobe ISBN: 9781135705831

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Book description

The Handbook of Research Design in Mathematics and Science Education is 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 at http://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

Prelims Download PDF
Chapter  1:  Purposes and Assumptions of This Book Download PDF
Chapter  2:  Trends and Shifts in Research Methods Download PDF
Chapter  3:  Research Agendas: Identifying Priority Problems and Developing Useful Theoretical Perspectives Download PDF
Chapter  4:  The Impact of Standards-based Reform on Methods of Research in Schools Download PDF
Chapter  5:  Improving Research and Systemic Reform Toward Equity and Quality Download PDF
Chapter  6:  Formulating Operational Definitions of Desired Outcomes of Instruction in Mathematics and Science Education Download PDF
Chapter  7:  Progress in Research: The Interplay Among Theory, Research Questions, and Measurement Techniques Download PDF
Chapter  8:  The Corruption of a Research Design: A Case Study of a Curriculum Innovation Project Download PDF
Chapter  9:  Multitiered Teaching Experiments Download PDF
Chapter  10:  Transformative Teaching Experiments Through Conjecture-Driven Research Design Download PDF
Chapter  11:  Teaching Experiment Methodology Underlying Principles and Essential Elements Download PDF
Chapter  12:  Conducting Teaching Experiments in Collaboration With Teachers Download PDF
Chapter  13:  Research on the Development of Mathematics Teachers: The Teacher Development Experiment Download PDF
Chapter  14:  Working on the Inside: Using One’s Own Practice as a Site for Studying Teaching and Learning Download PDF
Chapter  15:  Paradigms for Teacher-Centered, Classroom-Based Research Download PDF
Chapter  16:  Action Research as a Research Methodology for the Study of the Teaching and Learning of Science Download PDF
Chapter  17:  Integrating a Naturalistic Paradigm Into Research on Mathematics and Science Cognition and Learning Download PDF
Chapter  18:  Interpretive Research in Science Education Download PDF
Chapter  19:  A Scientific Perspective on Structured, Task-Based Interviews in Mathematics Education Research Download PDF
Chapter  20:  Analysis of Clinical Interviews: Foundations and Model Viability Download PDF
Chapter  21:  Principles for Developing Thought-Revealing Activities for Students and Teachers Download PDF
Chapter  22:  Videorecording as Theory Download PDF
Chapter  23:  Iterative Refinement Cycles for Videotape Analyses of Conceptual Change Download PDF
Chapter  24:  Choosing and Using Video Equipment for Data Collection Download PDF
Chapter  25:  Mathematics Curriculum Development as a Scientific Endeavor Download PDF
Chapter  26:  Designing Effective Software Download PDF
Chapter  27:  Technology Design as Educational Research: Interweaving Imagination, Inquiry, and Impact Download PDF
Chapter  28:  The Role of Historical Studies in Mathematics and Science Educational Research Download PDF
Chapter  29:  Subgroup Differences on the GRE Quantitative Test Based on the Underlying Cognitive Processes and Knowledge Download PDF
Chapter  30:  Cautions and Considerations: Thoughts on the Implementation and Evaluation of Innovation in Science Education Download PDF
Chapter  31:  Assessing Learning as Emergent Phenomena: Moving Constructivist Statistics Beyond the Bell Curve Download PDF
Chapter  32:  When Using the Mean Is Meaningless: Examples From Probability Theory and Cardiology Download PDF
Subject Index Download PDF
References Download PDF
Author Index Download PDF
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