Starting as a researcher in mathematics education
Jones, Keith and Pope, Sue (2004) Starting as a researcher in mathematics education. Proceedings of the British Society for Research into Learning Mathematics, 24, (3), 63-68.
This paper reviews some of the issues related to beginning as a researcher in mathematics education. It looks at what helps, and at what might be some of the pitfalls. One key issue that emerges is the role of reflexivity in developing as a researcher - reflecting on how your own background, values, perceptions and behaviour can influence the research you carry out. Advice and illustrative stories are included which may be useful to those new to mathematics education research, especially those newly appointed as tutors in initial teacher education.
|Keywords:||researcher, mathematics education, new, beginner, beginning, novice, University, induction, pedagogy, curriculum, teacher education, teacher training, ITE, ITT, induction, teacher educator, UK, England, research, reflexivity, values, perceptions, behaviour, behavior, advice, guidance|
|Subjects:||L Education > LB Theory and practice of education
L Education > L Education (General)
|Divisions:||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
|Date Deposited:||22 Feb 2005|
|Last Modified:||28 Jun 2012 09:29|
|Contributors:||Jones, Keith (Author)
Pope, Sue (Author)
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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