Starting as a researcher in mathematics education
Starting as a researcher in mathematics education
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.
researcher, mathematics education, new, beginner, beginning, novice, University, induction, pedagogy, curriculum, teacher education, teacher training, ITE, ITT, teacher educator, UK, England, research, reflexivity, values, perceptions, behaviour, behavior, advice, guidance
63-68
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Pope, Sue
61bace3c-ff37-4292-85e2-1c7894e226d5
2004
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Pope, Sue
61bace3c-ff37-4292-85e2-1c7894e226d5
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), .
Abstract
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.
Text
Jones_Pope_BSRLM_24-3_2004.pdf
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More information
Published date: 2004
Keywords:
researcher, mathematics education, new, beginner, beginning, novice, University, induction, pedagogy, curriculum, teacher education, teacher training, ITE, ITT, teacher educator, UK, England, research, reflexivity, values, perceptions, behaviour, behavior, advice, guidance
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 14693
URI: http://eprints.soton.ac.uk/id/eprint/14693
ISSN: 1463-6840
PURE UUID: 14e1ee6d-d5ba-408c-b94f-b49d1b2f0351
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Date deposited: 22 Feb 2005
Last modified: 15 Mar 2024 05:30
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Contributors
Author:
Sue Pope
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