Table 4 Overview of the data collection process for the research
Phase | Research methods | Sources of data |
|---|---|---|
Initial | Teacher survey | Written questionnaires: memories of enjoyable / satisfying lessons and problem-solving tasks; personal mathematics interest; wish for teaching practice; wish for students; definition of high-quality task; perception of student engagement in problem solving |
Leader survey | Written questionnaires: vision of high-quality teaching and learning; leadership role satisfying interaction example; perceived challenges for mathematics teachers; wish for role | |
Leader and teacher initial workshops (teaching through problem solving) | Researcher’s journal: teacher responses, ideas Planning documents for first tasks | |
Main | Professional learning cycle (facilitated by researcher / year level coordinators) | Researcher’s journal: teacher responses, ideas, debriefs on student engagement to previous tasks Planning documents for next tasks |
Co-teaching (two lessons per participant) | Researcher’s journal: observed student engagement Photographs of student work Teacher debriefs | |
Final | Teacher individual interviews | Audio-recordings (transcribed): reflection on three problem-solving tasks; reflections and views on teaching through problem solving; advice for implementation of practices |
Leader individual interviews (additional questions) | Audio-recordings (transcribed): reflection on teachers’ responses to teaching through problem solving; reflection on professional learning; advice for leaders |