Involving preservice secondary mathematics teachers in data analysis

Abstract

An adaptation of the constant comparative method of qualitative data analysis (Glaser & Strauss, 1967; Strauss, 1987) is illustrated using data from a study of three preservice secondary mathematics teachers. Data were collected using interviews, observations, and written artifacts. Data analysis stages included one in which research participants assisted in the coding process by categorizing statements they had made in previous interviews. This involvement simplified the data analysis process, motivated ongoing analysis during data collection, and helped in identifying accurate and meaningful information about the preservice teachers’ beliefs. Findings illustrate how these benefits were achieved as well as how theory emerged from data during analysis.