Visually mediated interviews: Methodological reflections from two culturally responsive mathematics education studies

Abstract

In this paper, we reflect on the use of visually aided methods (VAMs) in qualitative interviews within mathematics education research. Drawing on two empirical studies, we examine how visual artefacts shape interaction, reflection, and meaning-making during interview encounters. In the first project, we conducted individual interviews with in-service teachers who created diagrams to explore relationships between concepts such as equity, inclusion, diversity, and social justice in mathematics education. In the second project, we used research-informed illustrations in focus group interviews with pre-service teachers to stimulate discussion about language diversity in mathematics classrooms. In both studies, visual artefacts acted as mediating devices that structured conversations, supported the translation of abstract concepts into more concrete interpretations, and facilitated collaborative sense-making. Our analysis also suggests that different visual approaches generate distinct forms of reflection, ranging from introspective conceptual exploration to collective pedagogical reasoning. We argue that visually aided interviews do more than support expression; they shape the production of qualitative data and open new methodological possibilities for researching sociocultural dimensions of mathematics education.

Keywords

References

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