Part 1: Grounded theory methodology. Chapter 1: Anne R. Teppo.
Grounded Theory Methods. Chapter 2: Maike Vollstedt. To see
the wood for the trees: The development of theory from empirical
interview data using grounded theory.- Part 2: Approaches to
reconstructing argumentation. Chapter 3: Goetz Krummheuer.
Methods for reconstructing processes of argumentation and
Chaptericipation in primary mathematics classroom interaction.
Chapter 4: Christine Knipping and David Reid. Reconstructing
argumentation structures: A perspective on proving processes in
secondary mathematics classroom interactions.- Part 3: Ideal
type construction. Chapter 5: Angelika Bikner-Ahsbahs.
Empirically grounded building of ideal types. A methodical
principle of constructing theory in the interpretive research in
mathematics education. Chapter 6: Angelika
Bikner-Ahsbahs. How ideal type construction can be achieved: An
example.- Part 4: Semiotic research. Chapter 7: Luis Radford
and Cristina Sabena. The question of method in a Vygotskian
semiotic approach.- Part 5: A theory on abstraction and
its methodology. Chapter 8: Tommy Dreyfus, Rina Hershkowitz
and Baruch Schwarz. The nested epistemic actions model for
Abstraction in Context: Theory as methodological tool and
methodological tool as theory.- Part 6: Networking of
theories. Chapter 9: Ivy Kidron and Angelika Bikner-Ahsbahs.
Advancing research by means of the networking of theories. Chapter
10: Angelika Bikner-Ahsbahs and Ivy Kidron. A
cross-methodology for the networking of theories: The general
epistemic need (GEN) as a new concept at the boundary of two
theories.- Part 7: Multi-level-analysis. Chapter 11: Geoffrey B.
Saxe, Kenton de Kirby, Marie Le, Yasmin Sitabkhan, Bona Kang.
Understanding learning across lessons in classroom communities: A
multi-leveled analytic approach.- Part 8: Mixed Methods.
Chapter 12: Udo Kelle and Nils Buchholtz. The combination of
qualitative and quantitative research methods in mathematics
education-A "Mixed Methods" study on the development of the
professional knowledge of teachers.- Part 9: Qualitative Content
Analysis. Chapter 13: Philipp Mayring. Qualitative Content
Analysis: Theoretical background and procedures. Chapter 14:
Bjoern Schwarz. A study on professional competence of future
teacher students as an example of a study using Qualitative Content
Analysis.- Part 10: Triangulation and cultural studies. Chapter 15:
Ida Ah Chee Mok and David J. Clarke. The contemporary
importance of triangulation in a post-positivist world: Examples
from the Learner's Perspective Study.- Part 11: Design research as
a research methodology. Chapter 16: Arthur Bakker and Dolly van
Eerde. An introduction to design-based research with an example
from statistics education. Chapter 17: Michele Artigue.
Perspectives on design research: The case of didactical
engineering. Chapter 18: Erin Henrick, Paul Cobb and Kara
Jackson. Educational design research to support system-wide
instructional improvement. Part 12: Looking back. Chapter 19:
Angelika Bikner-Ahsbahs, Christine Knipping and Norma Presmeg.
Appendix.- References.- Index of keywords.
"This book, Approaches to Qualitative Research in Mathematics
Education: Examples of Methodology and Methods, edited by Angelika
Bikner-Ahsbahs, Christine Knipping, and Norma Presmeg, is a timely
and valuable addition to the research literature in mathematics
education. ... The book is to be strongly recommended." (Keith
Jones and Chronoula Voutsina, Educational Studies in Mathematics,
Vol. 96, 2017)
"Approaches to Qualitative Research in Mathematics Education: Examples of Methodology and Methods is a clever gift for the skeptics who believe that pursuing truth is only possible through traditional empirical research. ... The work of the contributors inspires researchers in the field of mathematics education to replicate the studies and, more importantly, creates opportunities to further reflect on the ways theories inform qualitative research designs and methods." (Woong Lim, MAA Reviews, July, 2015)