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,...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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2004.
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| Online Access: | Get fulltext |
| LEADER | 00914 am a22001333u 4500 | ||
|---|---|---|---|
| 001 | 14693 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Jones, Keith |e author |
| 700 | 1 | 0 | |a Pope, Sue |e author |
| 245 | 0 | 0 | |a Starting as a researcher in mathematics education |
| 260 | |c 2004. | ||
| 856 | |z Get fulltext |u https://eprints.soton.ac.uk/14693/1/Jones_Pope_BSRLM_24-3_2004.pdf | ||
| 520 | |a 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. | ||
| 655 | 7 | |a Article | |