Classroom Video-Recording: When, Why and How Does It Offer a Valuable Data Source for Qualitative Research?.

Video recordings are being used more and more in educational research; however, it is uncertain when they actually form the data and when they merely facilitate its collection. This and other issues related to the use of classroom video-recording as a data source for qualitative research are discussed in this paper. Research investigating the phenomenon of 'folding back' in the growth of mathematical understanding is used to illustrate the strengths and weaknesses of video recordings in classrooms as a research tool. The techniques of both video-stimulated recall and think-aloud protocols are discussed. The paper closes with a pragmatic look at how to get the most out of one's video-tapes. Contains 46 references.

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