Young, K. (2005). Direct from the source: the value of data in ‘think-aloud’ understanding learning Journal of Educational Enquiry. Vol.6 (1), 19-26. Appendices: Appendix 1 Interview Coding Criteria Criteria Category descriptors: Learner interviews Full Partial Inaccurate Not present Procedural When the teacher When the teacher When the teacher No explains the to explains the error to the explains the error to procedural The emphasis of this code is the learner/ probes learner/ probes further, the learner/ probes on the teachers’ procedural further, the teacher the teacher further, the teacher is given explanation of the error. demonstrates a demonstrates a demonstrates a Teaching mathematics procedure. procedure. procedure. involves a great deal of procedural explanation which should be done fully and The procedure is The procedure is Teacher’s use of accurately for the learners to accurate and accurate but it does not procedure is grasp and become competent includes all of the include all of the key inaccurate and thus in working with the key steps in the steps in the procedure. shows lack of procedures themselves. procedure. understanding of the procedure Conceptual When the teacher When the teacher When the teacher No explains the error to explains the error to the explains the to conceptual The emphasis of this code is the learner/ probes learner/ probes further, the learner/ probes links are on the teachers’ conceptual further, the teacher the teacher includes further, the teacher made in explanation of the procedure includes conceptual conceptual links. includes conceptual the followed in the error. links. links. Mathematical procedures need to be unpacked and linked to The explanation the concepts to which they The explanation includes some but not The explanation relate in order for learners to illuminates all of the key includes poorly understand the mathematics conceptually the conceptual links which conceived conceptual embedded in the procedure. background and illuminate the links and thus is process of the background and potentially confusing. procedure. process of the procedure.
Young, K. (2005). Direct from the source: the value of ‘think-aloud’ data in understanding learning Journal of Educational Enquiry. Vol.6 (1), 19-26. Appendices: Appendix 1 Interview Coding Criteria Criteria Category descriptors: Learner interviews Full Partial Inaccurate Not present Procedural The emphasis of this code is on the teachers’ procedural explanation of the error. Teaching mathematics involves a great deal of procedural explanation which should be done fully and accurately for the learners to grasp and become competent in working with the procedures themselves. When the teacher explains the to the learner/ probes further, the teacher demonstrates a procedure. The procedure is accurate and includes all of the key steps in the procedure. When the teacher explains the error to the learner/ probes further, the teacher demonstrates a procedure. The procedure is accurate but it does not include all of the key steps in the procedure. When the teacher explains the error to the learner/ probes further, the teacher demonstrates a procedure. Teacher’s use of procedure is inaccurate and thus shows lack of understanding of the procedure No procedural is given Conceptual The emphasis of this code is on the teachers’ conceptual explanation of the procedure followed in the error. Mathematical procedures need to be unpacked and linked to the concepts to which they relate in order for learners to understand the mathematics embedded in the procedure. When the teacher explains the error to the learner/ probes further, the teacher includes conceptual links. The explanation illuminates conceptually the background and process of the procedure. When the teacher explains the error to the learner/ probes further, the teacher includes conceptual links. The explanation includes some but not all of the key conceptual links which illuminate the background and process of the procedure. When the teacher explains the to the learner/ probes further, the teacher includes conceptual links. The explanation includes poorly conceived conceptual links and thus is potentially confusing. No conceptual links are made in the
DIPIP%201and%202%20Learner%20interviews%20report%20June%202013.docx