A Scientific Perspective on Structured, Task-Based Interviews in Mathematics Education Research

By G. Goldin. 2000

346 citations recorded by the source corpus.

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Citations in the corpus

Reasoning about variation in the intensity of change in covarying quantities involved in rate of change (2012, methodology): “4.2 Data collection The larger study consisted of a series of five individual task-based clinical interviews (Clement, 2000; Goldin, 2000) with each student.”
Together yet separate: Students’ associating amounts of change in quantities involved in rate of change (2015, background): “interviews (Clement, 2000; Goldin, 2000) that I conducted with six secondary students from a small rural high school during fall 2009.”
Types of Mathematics-Language Reading Interactions that Unnecessarily Hinder Algebra Learning and Assessment (2006, background): “Though a more structured interview protocol at steps 5 and 6 would make this part of the study easier to replicate (Goldin, 2000), the built-in flexibility allowed the researcher and student together to hone in on and sleuth through each student’s mathematics and language (mis)perceptions.”
Coordinating visualizations of polysemous action: values added for grounding proportion (2014, methodology): “Immediately following the pre-test, students participated in an explorative, task-based, semi-structured tutorial clinical interview (Goldin 2000).”
Children's Conceptions of Area Measurement and Their Strategies for Solving Area Measurement Problems. (2012, methodology): “One-on-one, task-based interviews were employed to access children’s understanding of the concepts of area measurement, based on Goldin’s (2000) suggestions.”
Exploring mathematical connections of pre-university students through tasks involving rates of change (2018, methodology): “Goldin claims that the researcher canmake inferences on the mathematical thinking, learning or problem solving from the analysis of the behaviour of verbal or non-verbal interactions.”
Seizing the Opportunity to Create Uncertainty in Learning Mathematics (2005, background): “…learning and foster mathematical understanding, and (b) for research – as a means to identify dispositions towards, conceptions of and beliefs about mathematics, and mathematical concepts, principles and problem solving (the role of tasks in eliciting such cognitions is discussed by Goldin, 2000).”
Interviewing in Educational Research (2006, background): “Concept maps (Novak & Gowin, 1984) and task-based interviews (Goldin, 2000) are examples of ways to look at knowledge and how it is used.”
Relationships between Students' Fractional Knowledge and Equation Writing. (2015, methodology): “Students participated in two 45-minute, task-based interviews: a fractions interview and an algebra interview (Goldin, 2000).”