ABSTRACT
This chapter shows the integration of a collection of quantitative and qualitative methods in collecting and analysing data to serve the research purposes. A case study over 40 school days offers an ethnographic insight into a master teacher’s work. Teaching is measured quantitatively with a hybrid of three existing observation systems, the OTL, ISTOF and MQI, and interpreted qualitatively through the grounded theory approach. Learning is both observed in lessons and measured in the affective, metacognitive and cognitive dimensions. Teaching and learning mechanisms are estimated with multilevel modelling and multilevel structural equation modelling. Teacher knowledge and beliefs are collected and analysed both quantitatively with a questionnaire and qualitatively through post-lesson interviews. Teacher PD is seen through dual lenses: the historical lens (PD trajectories written by teachers) and the ‘livestreaming’ lens (PD in-action observed by researchers). Under the Integrated Paradigm, results and findings from ‘hard’ measurements and ‘soft’ perspectives will be interwoven into multiple levels and multiple layers, which generates deeper insight into the intertwined reality of masterly mathematics teaching and learning, master teachers’ work routine, PD, knowledge and beliefs.
