Abstract
The key experiences in becoming an independent mathematics education researcher were investigated through interviews with eight doctoral students with academic job intentions at a Turkish university. Findings showed that doctoral students conceptualized a mathematics education researcher with several types of knowledge, skills, and attitudes, including research methods, mathematics, critical thinking, and being ethical and patient. They felt like a researcher when they collected and analyzed data at a research study. However, only the ones who were involved in team research identified themselves as independent researchers. Providing doctoral students with more research opportunities during the doctoral programsmight support their development as independent researchers.
Résumé
Les expériences cles pour devenir chercheur independant en enseignement des mathématiques ont été analysées au moyen d’entrevues auprès de huit étudiants au doctorat poursuivant une carrière universitaire en Turquie. Les résultats montrent que les doctorants conceptualisent le chercheur en enseignement des mathématiques comme ayant plusieurs types de connaissances, habiletes et attitudes, y compris les méthodes scientifiques, les savoirs mathématiques, la pensée critique, l’éthique et la patience. Ils se sentaient ≪ chercheurs ≫ lorsqu’ils recueillaient et analysaient des donnees dans le cadre d’une etude de recherche. Cependant, seuls ceux qui faisaient partie d’une equipe de recherche se sont identifies comme chercheurs indépendants. En donnant aux doctorants des occasions de recherche plus nombreuses au cours de leur programme de doctorat, on pourrait favoriser et soutenir leur développement comme chercheurs indépendants.
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Haser, Ç. Key Experiences in Becoming an Independent Mathematics Education Researcher. Can J Sci Math Techn 18, 29–41 (2018). https://doi.org/10.1007/s42330-018-0001-8
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DOI: https://doi.org/10.1007/s42330-018-0001-8