Code Matrix: A Methodological Way of Presenting Historical Change of Knowledge of Preservice Mathematics Teachers

• In Event: Marriott Roundtable Session 2
  In Roundtable Session: Getting Better at Qualitative Methods

Abstract

This proposal is centered on a research investigating pre-service teachers’ (PSTs) knowledge needed to write realistic mathematics problems. Constructing a teacher knowledge theory is important for teacher education; yet, this proposal focuses on how “code matrix” in MAXQDA was utilized to present theoretical codes and discuss the historical change of them across modeling cycles. Code matrix presented five key aspects of the theoretical codes: (1) knowledge dimensions (KDs); (2) intersections of KDs, (3) knowledge types (KTs), (4) visibility of KTs in the foreground-background continuum, and (5) how KT’s presence and visibility changed across modeling cycles. By suggesting a way of utilizing code matrix for constructivist grounded theory, I aimed to strengthen qualitative inquiry in the path of knowledge to action.

Author

• Serife Sevinc, Middle East Technical University