1. THE ANALYTICAL FRAMEWORK
Marc Schäfer

3. ? ? 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

4. 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