An emerging methodology for studying mathematics concept learning and instructional design

Research output: Contribution to journalArticle


Our microgenetic research methodology was developed for two purposes: 1) to develop greater understanding of conceptual learning and instructional design that promotes conceptual learning and 2) to develop empirically-based hypothetical learning trajectories for particular mathematical concepts. The challenge in developing the methodology was to afford analysis of the learning process (e.g., the transition), not just identification of conceptual steps through which learners progress. The methodology, developed by the Learning Through Activity research program, was based on constructivist teaching experiment methodology. Modifications were made to data collection for the purposes outlined and a multi-level retrospective analysis was developed.

Original languageEnglish (US)
Pages (from-to)113-121
Number of pages9
JournalJournal of Mathematical Behavior
StatePublished - Dec 2018



  • Constructivism
  • Microgenetic research
  • Qualitative research
  • Reflective abstraction
  • Teaching experiments

ASJC Scopus subject areas

  • Education
  • Applied Psychology
  • Applied Mathematics

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