ABSTRACT
Much educational research is about analysing and explaining an existing state of affairs. Design research is different. It is transformational in that it challenges the status quo, through the design and implementation of novel experiences and materials. It is also impactfocused in that it goes on to study how designs function and mutate in the hands of teachers with contrasting styles, beliefs and commitment. This chapter describes the nature and challenges of this research methodology with reference to a project involving low-attaining 16-to 19-year-old mathematics students undertaking a one-year examination course in further education (FE). The aim here was to transform the experience of students from passive imitation and practice to active, collaborative and creative learning. I hope that, although this chapter uses mathematics as the case study, the reader will begin to see ways of applying a similar methodology to the teaching of any subject.
