Continuing Evolution of Research on Teaching and Learning: Exploring Emerging Methods for Unpacking Research on Teachers, Teaching, and Learning

Abstract

AbstractIn this chapter, we consider current trends in mathematics education research to highlight the ways in which Medley’s framework is still relevant. In the three decades since Medley’s original framework was presented, research has continued to change. This chapter provides an overview of some of these changes and the implications they have for applying Medley’s framework to learning environments. To this end, we begin by discussing methodologies that have become more widespread. We then explore examples of research methods that offer new ways of thinking about research questions related to teaching and learning in formal environments, thus allowing researchers to look across the variables in ways that were unavailable until recently. We then discuss some of the opportunities created by technology. These have changed the ways we collect data and the data we collect. We close by discussing how the changes discussed in this chapter specifically relate to presage-process–product research. Our goal in this chapter is not to present a comprehensive review of the literature, rather, we seek to highlight both where the field is now in terms of research methods and tools as well as to provide examples of the ways in which Medley’s framework is being pursued in newer research.