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

19 Citations (Scopus)

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 2009

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research planning
theory formation
development theory
experiment
Teaching
interview
artifact
pragmatics
mathematics
paradigm
instruction
education
student

Keywords

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

ASJC Scopus subject areas

  • Education

Cite this

Design research perspectives on transitioning from individual microgenetic interviews to a whole-class teaching experiment. / Lamberg, Teruni D.; Middleton, James.

In: Educational Researcher, Vol. 38, No. 4, 05.2009, p. 233-245.

Research output: Contribution to journalArticle

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