Design research perspectives on transitioning from individual microgenetic interviews to a whole-class teaching experiment

Teruni D. Lamberg, James Middleton

Research output: Contribution to journalArticle

21 Scopus citations

Abstract

This article describes an education design research program that began with individual microgenetic interviews with children in a laboratory setting and led to a developmental model of students' understanding of quotients in mathematics and subsequently to the design and testing of an anchored instruction module for use in whole-class work. The authors discuss the design's theoretical, methodological, and pragmatic aspects. They focus on the development of theory and the generation and refinement of artifacts as mutually constitutive in design research. Special attention is paid to making explicit the causal chain of arguments that link theory development, empirical tests of that theory, and product development. They make the case that effective interventions and rigorous theory can be codeveloped in the design paradigm.

Original languageEnglish (US)
Pages (from-to)233-245
Number of pages13
JournalEducational Researcher
Volume38
Issue number4
DOIs
StatePublished - May 1 2009

Keywords

  • Classroom research
  • Instructional design and development
  • Interdisciplinary teaching and research
  • Mathematics education
  • Research methodology

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'Design research perspectives on transitioning from individual microgenetic interviews to a whole-class teaching experiment'. Together they form a unique fingerprint.

  • Cite this