In the recent past, qualitative research methods have become more prevalent in the field of <br><br>statistics education. This paper offers thoughts on the process of framing a qualitative study by <br><br>means of an illustrative example. The decisions that influenced the framing of a study of preservice teachers understanding of the concept of statistical sample are explained by describing <br><br>the goals, knowledge, and beliefs brought to the research project. Each framing decision is <br><br>portrayed as a function of these three overarching cognitions. It is suggested that mapping one s <br><br>goals, knowledge, and beliefs while framing and carrying out a qualitative study can be useful <br><br>for maintaining the quality of the stud
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education