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Table 2 Description of studies

From: Using Cultural Historical Activity Theory to understand how emerging technologies can mediate teaching and learning in a mathematics classroom: a review of literature

Author Research method/design Participants Sample selection Data collection methods Data collection tools Data analysis
Beatty and Feldman (2012) Longitudinal, staggered site and delayed intervention 43 in-service science and mathematics teachers Not specified Not specified Not specified Mixed-methods approach
Hardman (2015) Case study 4 teachers Not specified Demographic questionnaire, interviews, classroom observations, video data of classroom practice Not specified Evaluative episodes
Hardman (2007) Exploratory case study 4 grade 6 classes with 153 children 4 grade 6 mathematics teachers Not specified Detailed analyses of teachers’ teaching, interviews with teachers and students, classroom observations of 8 lessons, analysis of students’ productions Not specified Evaluative episodes
Huang and Lin (2013) Not specified 24 grade 7 Atayal students Not specified Audio taping of classroom teaching, interviews, dictation of videos, field notes, test papers Not specified Coding through the grounded theory
Naidoo (2017) Not specified 6 master teachers Not specified Master teacher questionnaire, observations of selected lessons, field notes of observations, individual interviews with master teachers, focus group interviews with learners Not specified Interpretive paradigm
Trust (2017) Not specified 150 (survey), 10 (interview) Not specified Online survey responses, interviews, discussion threads from Edmodo Math Subject Community Not specified Theoretical thematic analysis
Zevenbergen and Lerman (2007) Not specified 5 classrooms Not specified Taking video of lessons, interviews Not specified Productive pedagogies framework