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

How students structure their investigations and learn mathematics: insights from a long-term study

“…Although it appears last, interpretative actions actually begin from the inception of research, originally formulated through theoretical perspectives and research questions of interest (Powell, Francisco, & Maher, 2003, 2004.…”

Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom

“…Because not all excerpts could be presented, preference was given to those in which: there was a link between the teacher's interviews and enactment in the classroom, a mix of small group and whole class interactions could be shown and norms being discussed were exemplified. Discussions among members of the research team took place throughout the analysis in order to negotiate potential narratives (Powell et al, 2003). Where questions arose, transcripts were shown to the teacher and she assisted in clarifying actions.…”

Development of an Interactive Immersion Environment for Engendering Understanding about Nanotechnology

“…An iterative, inductive and qualitative analysis of the video data utilized Transana software that enabled verbatim transcription and coding of the recorded data. The analysis operationalized potential cognitive processes associated with learning through interaction with the system in terms of: 1) connections between science concepts and interactive events, 2) science discovery within the virtual nanoworld, and 3) progressive refinement of hypotheses (Derry, 2007;Powell, Francisco, & Maher, 2003). Coding of time-stamped video episodes depicting critical events related to these aspects created a catalogue of student interactions and statements.…”