Problematising Video as Data in Three Video-based Research Projects in Mathematics Education

Abstract

In this chapter, we problematise the status of video as research data and identify ontological contingencies relevant to any research study by considering three video-based research projects in which the relationship between researcher and video material (i.e., between researcher and data) is very different. Each project (the Learner’s Perspective Study, the Social Unit of Learning Project, and The International Classroom Lexicon Project) employs video material in a distinctive way, and comparison of the three studies illustrates important ontological decisions that should be addressed explicitly in educational research projects.