Planning and Conducting Mixed Methods Studies in Mathematics Educational Research

Abstract

In this chapter, central ideas of Mixed Methods Research are presented in which qualitative and quantitative research methods are combined or integrated. In addition to the explanation of common Mixed Methods terminology, the chapter provides an overview of the most important aspects that must be reflected in the planning and conduction of a mixed-methodological research project. On the basis of considerations on the nature of the research object and specific conditions of mathematics education research, methodological aspects of the research question, research design and data analysis are described. The chapter concludes with considerations on the challenges of Mixed Methods, as well as recommendations on the step-by-step approach to a Mixed Methods Research project.

Application of Virtual Reality in Computer Science Education: A Systemic Review Based on Bibliometric and Content Analysis Methods

“…Research on VR in education has claimed several benefits, such as positively affecting users' attitude [12,13], presenting an effective and efficient learning and training environment [14,15], and increasing students' motivation to learn within a virtual environment [14][15][16][17]. Furthermore, many systematic review studies related to VR in education have been published in recent years.…”

Perceived representativeness, usefulness and impacts of using the nursing activities score as part of a workload readjustment initiative: A mixed methods study

“…[10] Three important aspects influence the design of a mixed methods study according to Morse and Niehaus: the theoretical drive of a research question (qualitative or quantitative), the timing of components (concurrent or sequential), and the point of interface (moment where both components are integrated). [11] A complementary data integration approach was selected in order to identify points of convergence or divergence of the yielded results using both quantitative and qualitative methods. More specifically, the qualitative approach in this study allowed for a deeper understanding of certain aspects identified through the quantitative approach, which would not have been as meaningful otherwise, as further specified in this manuscript.…”

Voraussetzungen und Qualitätskriterien von Mixed-Methods-Studien in der mathematikdidaktischen Forschung

“…In Abhängigkeit vom Forschungsgegenstand kann damit auch die Kombination bzw. Integration empirisch-sozialwissenschaftlicher und stoffdidaktischer Forschungsmethoden erfolgen (Buchholtz 2019). Bislang existieren allerdings noch nicht viele Studien, die eine derartige Kombination unter einer methodologischen Mixed-Methods-Perspektive vornehmen.…”

“…31 % der in ausgewählten internationalen mathematikdidaktischen Journalen publizierten Artikel Gebrauch von sowohl qualitativen als auch quantitativen Methoden gemacht wird (vgl. Buchholtz 2019). Einen ähnlichen Anteil stellen Riazi und Candlin (2014) auch für den Bereich der Sprachdidaktik fest.…”

“…Darin werden fachspezifische Besonderheiten des Ansatzes in der Mathematikdidaktik diskutiert. Der hier vorliegende Artikel folgt in wesentlichen Teilen den Überlegungen von Buchholtz (2019), vertieft diese aber erstens für eine deutsche Leserschaft und zweitens in Hinblick auf die methodologischen und wissenschaftsphilosophischen Voraussetzungen der MMF und auf die entsprechenden Annahmen mathematikdidaktischer MMF. K siert werden sollten.…”