An analytical model for studying the development of learners’ mathematical ideas and reasoning using videotape data

A model for analyzing data in the context of investigations into the mathematical work and growth of thinking of students engaged in mathematical inquiry is proposed.

Abstract

We review the literature on videotape methodology for observational research in mathematics education. We organize the review by presenting issues related to data collection, ethical concerns, data analysis, tapes as data versus transcripts as data, and research presentation. To address a gap we perceive in the literature, we propose a model for analyzing data in the context of investigations into the mathematical work and growth of thinking of students engaged in mathematical inquiry. The model we propose is based on nearly two decades of research experiences in the Robert B. Davis Institute for Learning, Graduate School of Education, Rutgers University, New Brunswick, NJ.