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Code matrix: A methodological way of presenting historical change of knowledge of pre-service mathematics teachers
Date
2018-04-17
Author
Sevinç, Şerife
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This proposal is centered on a research investigating pre-service teachers’ (PSTs) knowledge needed to write realistic mathematics problems. Constructing a teacher knowledge theory is important for teacher education; yet, this proposal focuses on how “code matrix” in MAXQDA was utilized to present theoretical codes and discuss the historical change of them across modeling cycles. Code matrix presented five key aspects of the theoretical codes: (1) knowledge dimensions (KDs); (2) intersections of KDs, (3) knowledge types (KTs), (4) visibility of KTs in the foreground-background continuum, and (5) how KT’s presence and visibility changed across modeling cycles. By suggesting a way of utilizing code matrix for constructivist grounded theory, I aimed to strengthen qualitative inquiry in the path of knowledge to action.
URI
https://hdl.handle.net/11511/87493
https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository
Conference Name
American Educational Research Association (AERA) 2018 Annual Meeting, 13 - 17 April 2018
Collections
Department of Secondary Science and Mathematics Education, Conference / Seminar
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Ş. Sevinç, “Code matrix: A methodological way of presenting historical change of knowledge of pre-service mathematics teachers,” presented at the American Educational Research Association (AERA) 2018 Annual Meeting, 13 - 17 April 2018, Florida, United States Of America, 2018, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/87493.
