Beruflich Dokumente
Kultur Dokumente
Task-Based Interviews in
Mathematics Education
Carolyn A. Maher1 and Robert Sigley2
1
Robert B. Davis Institute for Learning,
Graduate School of Education, Rutgers
The State University of New Jersey,
New Brunswick, NJ, USA
2
Rutgers The State University of New Jersey,
New Brunswick, NJ, USA
Keywords
Clinical interview; Teaching
Problem solving; Task design
experiment;
Definition
Interviews in which a subject or group of
subjects talk while working on a mathematical
task or set of tasks.
The Clinical Interview
Task-based interviews have their origin in clinical
interviews that date back to the time of Piaget,
who is credited with pioneering the clinical interview. In the early 1960s, the clinical interview
was used in order to gain a deeper understanding
of childrens cognitive development (e.g., Piaget
1965, 1975). Task-based interviews have been
used by researchers in qualitative research in
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Significance
There is substantial and growing evidence that
clinical task-based interviews and their variations
provide important insight into subjects existing
and developing knowledge, problem-solving
behaviors, and ways of reasoning (Newell and
Simon 1972; Schoenfeld 1985, 2002; Ginsburg
1997; Goldin 2000; Koichu and Harel 2007;
Steffe and Olive 2009; Maher et al. 2011). The
interviews provide data for making students mathematical knowledge explicit. They offer insights
into the creative activity of students in
constructing new knowledge as they are engaged
in independent and collaborative problem solving.
Cross-References
Inquiry-Based Mathematics Education
Problem Solving in Mathematics Education
Questioning in Mathematics Education
References
Alqahtani M (2011) Pascals identity. Video annotation.
Video Mosaic Collaborative. http://videomosaic.org/
viewAnalytic?pidrutgers-lib:35783
Clement J (2000) Analysis of clinical interviews:
foundation and model viability. In: Lesh R, Kelly AE
(eds) Research design in mathematics and science
education. Erlbaum, Hillsdale, pp 547589
Davis RB (1984) Learning mathematics: the cognitive
science approach to mathematics education. Ablex,
Norwood
Ginsburg, H. (1977). Childrens arithmetic: The learning
process. New York: Van Nostrand.
Ginsburg HP (1997) Entering the childs mind: the clinical
interview in psychological research and practice.
Cambridge University Press, New York
Goldin G (2000) A scientific perspective on structures,
task-based interviews in mathematics education
research. In: Lesh R, Kelly AE (eds) Research design
in mathematics and science education. Erlbaum,
Hillsdale, pp 517545
Koichu, B., & Harel, G. (2007). Triadic interaction in
clinical task-based interviews with mathematics
teachers. Educational Studies in Mathematics, 65(3),
349365.
Maher CA (1998) Constructivism and constructivist
teaching can they co-exist? In: Bjorkqvist O (ed)
Mathematics teaching from a constructivist point of
view. Abo Akademi, Finland, pp 2942
582
Teacher as Researcher in
Mathematics Education
Dany Huillet
Faculty of Sciences, University of Eduardo
Mondlane, Maputo, Mozambique
Keywords
Teacher as researcher; Teacher training; Teacher
knowledge
The term teacher as researcher is usually used
to indicate the involvement of teachers in educational research aiming at improving their own
practice. The teachers-as-researchers movement
emerged in England during the 1960s, in the
context of curriculum reform and extended into