THE ANALYTICAL FRAMEWORK Marc Schäfer

? ? DATA How do I make sense of this data in order to answer How do I look at this data? How do I analyse this data? What tool(s) or instrument(s) do I use to analyse this data? DATA Transcripts Observations Interviews Videos Surveys Figures – numbers Qualitative tools Quantitative tools Universal activities Organizing concepts Coding   In the lessons there is evidence of: 1 2 3 4 Counting the use of a systematic way to compare and order mathematical concepts such as tallying, ordering and counting Locating contextualising the taught mathematical concepts in the local environment Measuring quantification (such as ordering, comparing, counting) with regard to local and traditional methods Designing integrating local and traditional forms of design and spatial understanding. This may include traditional ways of symbolism and coding Playing making use of (or referring to) traditional games and activities children would engage in at home or in their free time Explaining contextualising or explaining mathematical concepts in relation to traditional religious practices, rituals and animations Connecting reflecting on local, traditional, indigenous artifacts and/or cultural practices CONCEPTUAL FRAMEWORK THEORETICAL FRAMEWORK

Bishop’s elements of universal mathematical skills in all cultures Universal activities Organizing concepts Coding   In the lessons there is evidence of: 1 2 3 4 Counting the use of a systematic way to compare and order mathematical concepts such as tallying, ordering and counting Locating contextualising the taught mathematical concepts in the local environment Measuring quantification (such as ordering, comparing, counting) with regard to local and traditional methods Designing integrating local and traditional forms of design and spatial understanding. This may include traditional ways of symbolism and coding Playing making use of (or referring to) traditional games and activities children would engage in at home or in their free time Explaining contextualising or explaining mathematical concepts in relation to traditional religious practices, rituals and animations Connecting reflecting on local, traditional, indigenous artifacts and/or cultural practices Bishop’s elements of universal mathematical skills in all cultures Counting Locating Measuring Designing Playing Explaining Connecting Codes Categories Descriptions (visualization-IK) 1 Strong evidence Abundant and accurate use of IK visual representations. 2 Medium evidence Some IK visual representations used. 3 Weak evidence Less IK visual representations used. 4 No evidence No IK visual representations used. OBSERVABLE INDICATORS