Course Identification

This course provides an overview of the qualitative research paradigms. We will explore core principles, challenges, and practices of qualitative research, with special attention to the contexts of mathematics and science education.

Through a combination of readings, discussions, hands-on activities, and assignments, students will engage critically and reflectively with the following key areas:

1. The foundational assumptions of qualitative inquiry and the relationship between research questions, theoretical framing, and methodology.
2. The design of qualitative research, including ethical considerations; designing interviews, focus groups sessions, and other data collection events.
3. Collection and management of various forms of data, such as interviews, observations, and artifacts. The writing of analytical memos and a researcher’s diary.
4. The role of the researcher, including positionality, reflexivity, and identity.
5. Trustworthiness and validity in qualitative research.
6. Evaluation of qualitative studies in STEM education.
7. Opportunities and dilemmas in using AI tools for transcription, coding, and synthesis in qualitative research.
8. Justifying methodological choices when using qualitative research.
9. A large portion of the course will engage students in learning, applying, and critically reflecting on qualitative coding methods.

צבר בן-יהושע, נ'. (עורכת). (2001). מסורות וזרמים במחקר האיכותני. מכון מופ"ת.
http://www.mofet.macam.ac.il/mylibrary/books/Documents/3855.pdf

שקדי, א. (2001). מילים המנסות לגעת: על מחקר איכותני. רמות.

Arcavi, A. (2000). Problem-driven research in mathematics education. The Journal of Mathematical Behavior, 19(2), 141–173. https://doi.org/10.1016/S0732-3123(00)00042-0

Braun, V., Clarke, V.: Using thematic analysis in psychology. Qual. Res. Psychol. 3(2), 77–101 (2006). https://doi.org/10.1191/1478088706qp063oa

Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & quantity, 56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y

Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6, 271–315. https://doi.org/10.1207/s15327809jls0603_1

Dwyer, S. C., & Buckle, J. L. (2009). The space between: On being an insider-outsider in qualitative research. International journal of qualitative methods, 8(1), 54–63.

Erickson, F. (2012). Qualitative research methods for science education. In B. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1451–1469).  Springer.

Ernest, P. (1997). The epistemological basis of qualitative research in mathematics education: A postmodern perspective. Journal for Research in Mathematics Education-Monograph, 9, 22–39.

Gupta, A. (2024). Qualitative Methods and Data Analysis Using ATLAS. Ti.  Springer International Publishing.

Marshall, C., & Rossman, G. (2014).  Designing qualitative research (6^th Ed.). Sage Publications.

Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Sage.

Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63–75.

Vollstedt, M. (2015). To see the wood for the trees: The development of theory from empirical data using grounded theory. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Advances in Mathematics Education: Vol. 9. Approaches to Qualitative Research in Mathematics Education. Examples of Methodology and Methods (pp. 23–48). Springer.

Zazkis, R., & Hazzan, O. (1998). Interviewing in mathematics education research: Choosing the questions. The Journal of Mathematical Behavior, 17(4), 429–439.