Multi-Tier and Multi-Cycle Modeling Research: A Praxis
Location
3030
Format Type
Paper
Format Type
Paper
Start Date
January 2016
End Date
January 2016
Abstract
Models-and-Modeling Perspective (MMP) is a problem solving approach suggesting several cycles of 1) describing the problematic situation, 2) expressing the anticipated solution methods, 3) testing these methods, and 4) revising or refining based on the feedback gained from the testing process (Lesh & Doerr, 2003; Lesh & Lehrer, 2003). Multi-tier design research of MMP was often used to investigate teacher knowledge (Koellner-Clark & Lesh, 2003) and recommended as a useful research methodology on mathematical problem solving (English, Lesh, & Fennewald, 2008). Each tier of the design research includes different group of individuals’ (i.e. students, teachers, and researchers) developing models through a series of modeling cycles in which the ideas are expressed, tested, and revised (Chamberlin, 2004). In this study, I will present a multi-tier and multi-cycle modeling research which was originated from the praxis of a MMP-based research involving two tiers; namely, Tier 1: Pre-service mathematics teachers and Tier 2: Researchers. I will particularly address the following research question: “What are methodological principles of the multi-tier and multi-cycle modeling research for its generalizability as a research methodology?” Briefly, the multi-tier and multi-cycle modeling research follows a cyclic research path in which data collection process reshapes research questions and revised research questions suggest a revised data collection process. Similarly, data analysis involves several cycles of expressing, testing and revising the interpretations of the data, and reflexivity and transparency during this process. I believe that it is important to have a methodological discussion on the multi-tier and multi-cycle modeling research for its accountability in the research community.
Multi-Tier and Multi-Cycle Modeling Research: A Praxis
3030
Models-and-Modeling Perspective (MMP) is a problem solving approach suggesting several cycles of 1) describing the problematic situation, 2) expressing the anticipated solution methods, 3) testing these methods, and 4) revising or refining based on the feedback gained from the testing process (Lesh & Doerr, 2003; Lesh & Lehrer, 2003). Multi-tier design research of MMP was often used to investigate teacher knowledge (Koellner-Clark & Lesh, 2003) and recommended as a useful research methodology on mathematical problem solving (English, Lesh, & Fennewald, 2008). Each tier of the design research includes different group of individuals’ (i.e. students, teachers, and researchers) developing models through a series of modeling cycles in which the ideas are expressed, tested, and revised (Chamberlin, 2004). In this study, I will present a multi-tier and multi-cycle modeling research which was originated from the praxis of a MMP-based research involving two tiers; namely, Tier 1: Pre-service mathematics teachers and Tier 2: Researchers. I will particularly address the following research question: “What are methodological principles of the multi-tier and multi-cycle modeling research for its generalizability as a research methodology?” Briefly, the multi-tier and multi-cycle modeling research follows a cyclic research path in which data collection process reshapes research questions and revised research questions suggest a revised data collection process. Similarly, data analysis involves several cycles of expressing, testing and revising the interpretations of the data, and reflexivity and transparency during this process. I believe that it is important to have a methodological discussion on the multi-tier and multi-cycle modeling research for its accountability in the research community.
Comments
Breakout Session D