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Design Research Perspectives on Transitioning From Individual Microgenetic Interviews to a Whole-Class Teaching Experiment

TERUNI D. LAMBERG is an assistant professor in the College of Education at the University of Nevada, 1664 North Virginia Street MS 280, Reno, NV 89557; terunil{at}unr.edu. Her research interests include children’s mathematical thinking, design research, teacher education, and technology in education.

JAMES A. MIDDLETON is an associate senior vice provost and professor of mathematics education at Arizona State University, Box 871011, Tempe, AZ 85287; james.middleton{at}asu.edu. His research interests include mathematics methods for teachers, children’s mathematical thinking, technological innovation in mathematics education, and motivational processes.

This article describes an education design research program that began with individual microgenetic interviews with children in a laboratory setting and led to a developmental model of students’ understanding of quotients in mathematics and subsequently to the design and testing of an anchored instruction module for use in whole-class work. The authors discuss the design’s theoretical, methodological, and pragmatic aspects. They focus on the development of theory and the generation and refinement of artifacts as mutually constitutive in design research. Special attention is paid to making explicit the causal chain of arguments that link theory development, empirical tests of that theory, and product development. They make the case that effective interventions and rigorous theory can be codeveloped in the design paradigm.

Key Words: classroom research • instructional design and development • interdisciplinary teaching and research • mathematics education • research methodology

Educational Researcher, Vol. 38, No. 4, 233-245 (2009)
DOI: 10.3102/0013189X09334206


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