It relies on systematic methods to identify, appraise, and synthesize existing research findings to answer questions of interest for practice. Both research projects focused on how mathematics students-"the participants"-narrate and hence position themselves and are narrated and positioned by mathematics education and sociopolitical discourses in research publications.Ĭontext: Evidence-based software engineering (EBSE) aims to improve research utilization in practice. The dialogue draws on experiences from a writing collaboration in which the authors-"the researchers"-wrote up for publication research conducted in their respective contexts of the Political North and Political South. The authors illustrate the use of the proposed questions through a back-and-forth dialogue. Drawing on the sociopolitical turn in mathematics education, the authors view these relations in terms of power and positionings, in the dialectic between the micro-level of research writing and the wider, macro-level context of mathematics education. The insights garnered here will move novice researchers and doctoral students to a better conceptual grasp of the complexity of reliability and validity and its ramifications for qualitative inquiry.In this article, the authors propose a set of multi-level questions as a guide for developing an ethical attitude in researcher-participant and researcher-researcher relations during the research writing process. Recommendations are made for use of the term rigor instead of trustworthiness and the reconceptualization and renewed use of the concept of reliability and validity in qualitative research, that strategies for ensuring rigor must be built into the qualitative research process rather than evaluated only after the inquiry, and that qualitative researchers and students alike must be proactive and take responsibility in ensuring the rigor of a research study. A synthesis of the historical development of validity criteria evident in the literature during the years is explored. Elaborating on epistemological and theoretical conceptualizations by Lincoln and Guba, strategies congruent with qualitative perspective for ensuring validity to establish the credibility of the study are described. This article presents the concept of rigor in qualitative research using a phenomenological study as an exemplar to further illustrate the process. There is also a continuing debate about the analogous terms reliability and validity in naturalistic inquiries as opposed to quantitative investigations. Issues are still raised even now in the 21st century by the persistent concern with achieving rigor in qualitative research.
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