Abstract: We present a framework of researcher knowledge
development in conducting a study in mathematics education. The
key components of the framework are: knowledge germane to
conducting a particular study, processes of knowledge accumulation,
and catalyzing filters that influence a researcher decision making.
The components of the framework originated from a confluence
between constructs and theories in Mathematics Education, Higher
Education and Sociology. Drawing on a self-reflective interview with
a leading researcher in mathematics education, Professor Michèle
Artigue, we illustrate how the framework can be utilized in data
analysis. Criteria for framework evaluation are discussed.