Mathematical Understanding in a Vocational Context: An Exploration in Applying a Stimulated Recall Technique Using Video

Michaela Ann Inglis; David Leonard Paterson

Mathematical Understanding in a Vocational Context: An Exploration in Applying a Stimulated Recall Technique Using Video

Michaela Ann Inglis
, David Leonard Paterson

School of Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Extracting data containing information about cognitive processing in workplace settings can be a difficult exercise, particularly as cognitive functioning cannot be accessed directly but only through observation of action. When the task being observed is of a highly practical and individual nature, concurrent verbalisation of action is not normal practice. This makes accessing the thoughts of the participant particularly difficult and requires thoughtful and targeted methods to provide authentic data to inform cognitive processing. This article presents the derivation a four-step stimulated recall technique which has proved valuable in gathering such authentic data useful in identifying mathematical cognition in plumbing trade apprentices.

Original language	English
Title of host publication	Bridging the Gap between Ideas and Doing Research: Proceedings of the Inaugural Postgraduate Research Conference
Editors	Terrence Hays, Rafat Hussain
Place of Publication	Deakin West, Australia
Publisher	Australian College of Educators
Pages	168-183
ISBN (Print)	9781920819231
Publication status	Published - 2007
Event	Bridging the Gap between Ideas and Doing Research 2006: Inaugural Postgraduate Research Conference - Armidale, Australia Duration: 8 Aug 2006 → 11 Aug 2006

Conference

Conference	Bridging the Gap between Ideas and Doing Research 2006: Inaugural Postgraduate Research Conference
City	Armidale, Australia
Period	8/08/06 → 11/08/06

Keywords

Mathematics and Numeracy Curriculum and Pedagogy

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https://hdl.handle.net/1959.11/4020

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Inglis, M. A., & Paterson, D. L. (2007). Mathematical Understanding in a Vocational Context: An Exploration in Applying a Stimulated Recall Technique Using Video. In T. Hays, & R. Hussain (Eds.), Bridging the Gap between Ideas and Doing Research: Proceedings of the Inaugural Postgraduate Research Conference (pp. 168-183). Australian College of Educators. https://hdl.handle.net/1959.11/4020

Inglis, Michaela Ann ; Paterson, David Leonard. / Mathematical Understanding in a Vocational Context : An Exploration in Applying a Stimulated Recall Technique Using Video. Bridging the Gap between Ideas and Doing Research: Proceedings of the Inaugural Postgraduate Research Conference. editor / Terrence Hays ; Rafat Hussain. Deakin West, Australia : Australian College of Educators, 2007. pp. 168-183

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title = "Mathematical Understanding in a Vocational Context: An Exploration in Applying a Stimulated Recall Technique Using Video",

abstract = "Extracting data containing information about cognitive processing in workplace settings can be a difficult exercise, particularly as cognitive functioning cannot be accessed directly but only through observation of action. When the task being observed is of a highly practical and individual nature, concurrent verbalisation of action is not normal practice. This makes accessing the thoughts of the participant particularly difficult and requires thoughtful and targeted methods to provide authentic data to inform cognitive processing. This article presents the derivation a four-step stimulated recall technique which has proved valuable in gathering such authentic data useful in identifying mathematical cognition in plumbing trade apprentices.",

keywords = "Mathematics and Numeracy Curriculum and Pedagogy",

author = "Inglis, \{Michaela Ann\} and Paterson, \{David Leonard\}",

year = "2007",

language = "English",

isbn = "9781920819231",

pages = "168--183",

editor = "Terrence Hays and Rafat Hussain",

booktitle = "Bridging the Gap between Ideas and Doing Research: Proceedings of the Inaugural Postgraduate Research Conference",

publisher = "Australian College of Educators",

note = "Bridging the Gap between Ideas and Doing Research 2006: Inaugural Postgraduate Research Conference ; Conference date: 08-08-2006 Through 11-08-2006",

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Inglis, MA & Paterson, DL 2007, Mathematical Understanding in a Vocational Context: An Exploration in Applying a Stimulated Recall Technique Using Video. in T Hays & R Hussain (eds), Bridging the Gap between Ideas and Doing Research: Proceedings of the Inaugural Postgraduate Research Conference. Australian College of Educators, Deakin West, Australia, pp. 168-183, Bridging the Gap between Ideas and Doing Research 2006: Inaugural Postgraduate Research Conference, Armidale, Australia, 8/08/06. <https://hdl.handle.net/1959.11/4020>

Mathematical Understanding in a Vocational Context: An Exploration in Applying a Stimulated Recall Technique Using Video. / Inglis, Michaela Ann; Paterson, David Leonard.
Bridging the Gap between Ideas and Doing Research: Proceedings of the Inaugural Postgraduate Research Conference. ed. / Terrence Hays; Rafat Hussain. Deakin West, Australia: Australian College of Educators, 2007. p. 168-183.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AU - Inglis, Michaela Ann

AU - Paterson, David Leonard

PY - 2007

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N2 - Extracting data containing information about cognitive processing in workplace settings can be a difficult exercise, particularly as cognitive functioning cannot be accessed directly but only through observation of action. When the task being observed is of a highly practical and individual nature, concurrent verbalisation of action is not normal practice. This makes accessing the thoughts of the participant particularly difficult and requires thoughtful and targeted methods to provide authentic data to inform cognitive processing. This article presents the derivation a four-step stimulated recall technique which has proved valuable in gathering such authentic data useful in identifying mathematical cognition in plumbing trade apprentices.

AB - Extracting data containing information about cognitive processing in workplace settings can be a difficult exercise, particularly as cognitive functioning cannot be accessed directly but only through observation of action. When the task being observed is of a highly practical and individual nature, concurrent verbalisation of action is not normal practice. This makes accessing the thoughts of the participant particularly difficult and requires thoughtful and targeted methods to provide authentic data to inform cognitive processing. This article presents the derivation a four-step stimulated recall technique which has proved valuable in gathering such authentic data useful in identifying mathematical cognition in plumbing trade apprentices.

KW - Mathematics and Numeracy Curriculum and Pedagogy

UR - http://trove.nla.gov.au/version/38825080

UR - http://www.une.edu.au/faculties/professions/Resources/2006proceedings.pdf

M3 - Conference contribution

SN - 9781920819231

SP - 168

EP - 183

BT - Bridging the Gap between Ideas and Doing Research: Proceedings of the Inaugural Postgraduate Research Conference

A2 - Hays, Terrence

A2 - Hussain, Rafat

PB - Australian College of Educators

CY - Deakin West, Australia

Y2 - 8 August 2006 through 11 August 2006

ER -

Mathematical Understanding in a Vocational Context: An Exploration in Applying a Stimulated Recall Technique Using Video

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