MMR RQ
To what extent do documented patterns in my technology experiences complement and expand upon narrative accounts of critical moments in my development as an educator focused on equity and access in mathematics?
QUAN
Correlational Design
Quantitative Research Question
How do documented patterns in my technology experiences across my academic and professional development relate to observable shifts in my mathematics teaching practices?
Sample Size
n = 1
Sample Design
Purposive autoethnographic self-study
Site
Researcher's home workspace; University of Nebraska-Lincoln
Participant
Sam Servellon — mathematics educator & PhD student
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Data Variables
Technology interaction types, frequency & contexts; student engagement & performance metrics; temporal patterns in reflective practice; categorical relationships between biographical experience and instructional decisions
Data Tools
Web-based Dissertation Tracker; written artifacts; undergraduate & graduate course projects; childhood materials (when available)
Data Process
Continuous self-documentation via online tracker; asynchronous artifact retrieval and systematic coding
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Data Analysis
Constant comparative analysis (Charmaz, 2014; Glaser & Strauss, 1967); grounded theory procedures; frequency analysis; temporal pattern coding; categorical relationship mapping between biography and practice
Concurrent Collection & Analysis
QUAL
Autoethnographic Design
Central Qualitative Research Question
What critical incidents in my technology experiences have fundamentally influenced my pedagogical philosophy and classroom practices?
- How do I make meaning of the pivotal moments in my technology journey that shaped my transition from mathematics learner to mathematics educator?
- In what ways have critical incidents in my relationship with technology informed my commitment to serving students underserved by traditional mathematics instruction?
Sample Size
n = 1 (same participant as QUAN strand)
Sample Design
Autoethnographic self-study; researcher as sole participant
Site
Researcher's home and any location chosen for reflective practice
Participant
Sam Servellon — mathematics educator & PhD student
↓
Protocol Topics
Formative memories with technology, mathematics & education; pedagogical decision-making processes; explicit past-to-present connections; critical incidents shaping equity-oriented practice
Data Tools
Self-interviews; web-based Dissertation Tracker; written artifacts; undergraduate & graduate course projects; childhood materials (when available)
Data Process
Continuous; home-based self-reflection and documentation — "reflection through making" positions systematic documentation as the research itself
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Data Analysis
Descriptive thematic analysis with pattern coding (Saldaña, 2021); thick description; reflexive narrative analysis; identification of recurring themes around critical incidents and pedagogical meaning-making
Integration Strategy
Side-by-side joint displays of quantitative patterns & qualitative themes
(Creswell & Plano Clark, 2018; Guetterman et al., 2015);
narrative weaving to illuminate complementary insights across both forms of data
What Integration Reveals
The extent to which empirical patterns in technology biography
map onto, expand, or complicate narrative accounts of critical moments —
yielding a holistic understanding of how technology has shaped teaching identity and equity-oriented practice
Output / Contribution
Integrated findings linking educator biography to equity-oriented mathematics pedagogy;
addressing gaps in mathematics education research on teacher positionality
and instructional decision-making for historically underserved student populations
Relationship between QUAN & QUAL samples:
Both strands share a single participant (n = 1). QUAN and QUAL data are generated
simultaneously through the same primary instrument — the web-based Dissertation Tracker —
making the act of documentation itself the concurrent site of production for both strands.