Article Summary

Prevalence of Mixed Methods Research in Mathematics Education   PDF

2012, Vol. 22, No. 1, 84-113

In wake of federal legislation such as the No Child Left Behind Act of 2001 that have called for “scientifically based research in education,” this study examined the possible trends in mixed methods research articles published in 2 peer-reviewed mathematics education journals (n = 87) from 2002 to 2006. The study also illustrates how the integration of quantitative and qualitative research enhances the findings in mathematics education research. Mixed methods research accounted for 31% of empirical articles published in the 2 journals, with a 10% decrease over the 5-year span. Mixed methods research articles were slightly more qualitatively oriented, with 59% constituting such a design. Topics involving mathematical thought processes, problem solving, mental actions, behaviors, and other occurrences related to mathematical understanding were examined in these studies. Qualitative and quantitative data were used to complement one another and reveal relationships between observations and mathematical achievement.

About the Authors:
Amanda A. Ross is an educational consultant and president of A. A. Ross Consulting and Research, LLC. She currently writes and reviews mathematics curriculum and assessment items, creates instructional design components, performs standards alignments, writes preparatory standardized test materials, writes grant proposals, and serves as external evaluator.
Anthony Onwuegbuzie is a professor in the Department of Educational Leadership and Counseling at Sam Houston State University, where he teaches doctoral-level courses in qualitative research, quantitative research, and mixed research. With a h-index of 47, and writing extensively on qualitative, quantitative, and mixed methodological topics, he has had published more than 340 works, including more than 270 journal articles, 50 book chapters, and 2 books.

Last modified: 30 July 2012.
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