Use the three design-based research phases (preliminary, teaching experiment, retrospective) to redesign and constructively align a university module¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article shows how DBR phases can drive module redesign: the preliminary phase ascertains initial learning outcomes, activities, and tasks from the learning guide, literature, and teacher educators; the experiment phase gathers students' views during implementation to refine them; the retrospective phase uses student reflections to adapt and align the final design. The study "adopted design-based research (DBR) phases to explore novel ways of designing a mathematics methodology module in a real educational context", and the author reports this contributes "by showing how the phases of DBR can assist in redesigning a mathematics methodology module, simultaneously enhancing theory and practice".

Design Implications¶

Context¶

Requirements¶

• Collaborative partnerships between researchers and practitioners
• Time, since DBR is iterative and module contents evolve over years of reflective practice

Constraints¶

• Only the first iterative cycle is reported; implementation and refinement will be reported in a follow-up study
• Findings are tied to a specific university

Target Learners¶

• university teacher educators redesigning subject-specific modules

Target Learning Goals¶

• constructive alignment of outcomes, activities, and assessment
• preparation of pre-service teachers for practice

Affordances¶

• Constructive Alignment Biggs Tang Framework

Claims¶

• Pre-service teachers most frequently viewed integrating 21st-century teaching methods into mathematics lessons as the learning outcome to achieve [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Spangenberg, E. D. (2025). Constructive alignment of a mathematics methodology module. Instructional Science. https://doi.org/10.1007/s11251-025-09712-z