Mathematical Understanding in a Vocational Context: An Exploration in Applying a Stimulated Recall Technique Using Video

Abstract

Extracting data containing information about cognitive processing in workplace settings can be a difficult exercise, particularly as cognitive functioning cannot be accessed directly but only through observation of action. When the task being observed is of a highly practical and individual nature, concurrent verbalisation of action is not normal practice. This makes accessing the thoughts of the participant particularly difficult and requires thoughtful and targeted methods to provide authentic data to inform cognitive processing. This article presents the derivation a four-step stimulated recall technique which has proved valuable in gathering such authentic data useful in identifying mathematical cognition in plumbing trade apprentices.