The Combination of Qualitative and Quantitative Research Methods in Mathematics Education: A “Mixed Methods” Study on the Development of the Professional Knowledge of Teachers
The Combination of Qualitative and Quantitative Research Methods in Mathematics Education: A “Mixed Methods” Study on the Development of the Professional Knowledge of Teachers
复制标题
数学教育中定性与定量研究方法的结合：教师专业知识发展的“混合方法”研究
DOI：
10.1007/978-94-017-9181-6_12
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发表时间：
2015
影响因子：
1.6
通讯作者：
Nils Buchholtz
中科院分区：
文献类型：
--
作者：
U. Kelle;Nils Buchholtz
关于数学教育的研究受到持续的关于定性和定量研究方法的争论的影响。特别是在教师专业知识领域，人们可以发现定性的、解释性的研究与大规模的定量评估研究之间的明显区别。因此，如何测量教师的专业知识，以及应用结构是否建立在坚实的理论基础上的问题引起了广泛的争论。这一领域的大多数研究限于使用定性或定量方法和数据。在这一章中，我们讨论了这种单一方法研究的局限性，我们展示了如何在一个“混合方法设计”的研究方法的组合可以克服这些问题。因此，我们特别强调不同的可能性，混合方法的方法提供了一个相互验证的定性和定量的结果。为此，我们借鉴的数据和结果来自一个实证研究的教师培训计划在数学，定量数据测量学生教师的专业知识的发展有关的培训计划的定性深入访谈。
Research about education in mathematics is influenced by the ongoing dispute about qualitative and quantitative research methods. Especially in the domain of professional knowledge of teachers one can find a clear distinction between qualitative, interpretive studies on the one hand and large-scale quantitative assessment studies on the other hand. Thereby the question of how professional knowledge of teachers can be measured and whether the applied constructs are developed on a solid theoretical base is heavily debated. Most studies in this area limit themselves to the use of either qualitative or quantitative methods and data. In this chapter we discuss the limitations of such mono-method studies and we show how a combination of research methods within a “mixed methods design” can overcome these problems. Thereby we lay special emphasis on different possibilities a mixed methods approach offers for a mutual validation of both qualitative and quantitative findings. For this purpose, we draw on data and results coming from an empirical study about a teacher training program in mathematics, where quantitative data measuring the development of professional knowledge of student teachers were related to qualitative in-depth interviews about the training program.