Table 2 Description of studies
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 |