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Showing 1 to 15 of 166 results Save | Export
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Reys, Robert – Canadian Journal of Science, Mathematics and Technology Education, 2018
There are many paths to becoming an active researcher in mathematics education. This article describes one ideal path. It begins with identifying a useful educational background prior to entering a doctoral program. Then it offers some suggestions for selecting an institution to pursue a doctoral program. The article outlines some academic…
Descriptors: Mathematics Education, Mathematics Teachers, Doctoral Programs, Mathematics
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Kontorovich, Igor'; Rouleau, Annette – Canadian Journal of Science, Mathematics and Technology Education, 2018
This article is concerned with tensions that teachers who are studying for a graduate degree in mathematics education experience when conducting a research project. Specifically, we focused on the tensions that emerge in situations where teacher-researchers encounter the mathematical misconceptions and difficulties of their interviewees. The…
Descriptors: Misconceptions, Mathematics Instruction, Decision Making, Learning Theories
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Haser, Çigdem – Canadian Journal of Science, Mathematics and Technology Education, 2018
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,…
Descriptors: Mathematics Education, Foreign Countries, Educational Research, Interviews
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Koichu, Boris; Pinto, Alon – Canadian Journal of Science, Mathematics and Technology Education, 2018
This theoretical article explores an issue of developing education research competencies in mathematics teachers through their involvement in mathematics education research. We first argue that the development of education research competencies is beneficial for the teachers' professional growth. We then identify opportunities for mathematics…
Descriptors: Educational Research, Mathematics Education, Mathematics, Mathematics Teachers
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Andrà, Chiara; Brunetto, Domenico – Canadian Journal of Science, Mathematics and Technology Education, 2018
We investigate the process of becoming an expert in mathematics education through the narratives of Mario, a PhD student in mathematics education, and those of Anna, his young mentor. The narratives examine the initial interactions with mathematics education (specifically, the writing of a conference paper) and explore the motives, interests, and…
Descriptors: Mathematics Education, Mentors, Beginning Teachers, Doctoral Programs
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Liljedahl, Peter – Canadian Journal of Science, Mathematics and Technology Education, 2018
The preparation of graduate students to become independent researchers is a central goal of all doctoral programs. In this paper, I present the results of a study looking at how this move to independence is viewed by graduate students enrolled in a mathematics education master's or PhD program. Results indicate that graduate students have very…
Descriptors: Mathematics Education, Graduate Students, Student Attitudes, Researchers
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Aikenhead, Glen S. – Canadian Journal of Science, Mathematics and Technology Education, 2017
Culturally responsive or place-based school mathematics that focuses on Indigenous students has an established presence in the research literature. This culture-based innovation represents a historical shift from conventional approaches to mathematics education. Moreover, it has demonstratively advanced the academic achievement for both Indigenous…
Descriptors: Foreign Countries, Mathematics Education, Culturally Relevant Education, Place Based Education
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Hodson, Derek; Wong, Siu Ling – Canadian Journal of Science, Mathematics and Technology Education, 2017
Nature of science (NOS) is now a well-established focus of science education and a key element in defining scientific literacy. In recent years, a particular specification of NOS, often described as "the consensus view," has become very influential and has gained ready acceptance in many countries around the world as a template for…
Descriptors: Scientific Principles, Science Curriculum, Educational Assessment, Curriculum Development
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Osborne, Jonathan – Canadian Journal of Science, Mathematics and Technology Education, 2017
In this response, I argue that Hodson and Wong's (2017) (see EJ1133274) critique of the consensus view, though valid, lacks a sufficiently detailed and elaborated alternative. Their emphasis on practice fails to define what the goals of engaging in practice might be. In contrast, the picture of science offered as consisting of six different…
Descriptors: Scientific Principles, Science Education, Epistemology, Logical Thinking
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Dagher, Zoubeida R.; Erduran, Sibel – Canadian Journal of Science, Mathematics and Technology Education, 2017
The purpose of this commentary on Hodson and Wong's (2017, this issue) article is to clarify the merits of the expanded family resemblance approach (FRA) to science education, briefly alluded to in their article, and to discuss the implications of this approach relative to the question of demarcation they raise. In clarifying the merits of the…
Descriptors: Scientific Principles, Science Education, Scientific Concepts, Scientific Methodology
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Berkovitz, Joseph – Canadian Journal of Science, Mathematics and Technology Education, 2017
Hodson and Wong (2017, this issue) argue that, though the nature of science (NOS) is now an established focus of school science education and a key element in defining scientific literacy, "the consensus view" of NOS misrepresents contemporary scientific practice. They then propose a number of alternative approaches to science curriculum…
Descriptors: Elementary Secondary Education, Reflection, Science Education, Elementary School Science
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Bazzul, Jesse – Canadian Journal of Science, Mathematics and Technology Education, 2017
This article provides a metacommentary on the special issue on nature of science (NOS). The issue is composed of senior scholars discussing Hodson and Wong's (2017, this issue) critique of the consensus view of nature of science, which on a basic level states that there are agreed-upon aspects of science that can be taught in K-12 schools. Each…
Descriptors: Scientific Principles, Science Education, Elementary Secondary Education, Cultural Pluralism
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Alsop, Steve; Gardner, Sam – Canadian Journal of Science, Mathematics and Technology Education, 2017
In this response essay we offer some critical comments on the nature of science (NOS) and thereby hopefully extend Hodson and Wong's (2017, this issue) argument concerning "understanding scientific practice." Drawing on selected theorising in science and technology studies (STS), we argue that NOS needs to take much more seriously…
Descriptors: Scientific Principles, Science Education, Philosophy, Science Curriculum
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Allchin, Douglas – Canadian Journal of Science, Mathematics and Technology Education, 2017
The "consensus view" on the nature of science (NOS) is now outmoded. To help frame an enduring alternative, one should attend first to the "why" of NOS education. Functional, or civic, scientific literacy is foundational. Acknowledging a need for consumers and citizens to assess the reliability of scientific claims in personal…
Descriptors: Scientific Principles, Science Education, Educational Assessment, Teaching Methods
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Francis, Krista; Bruce, Cathy; Davis, Brent; Drefs, Michelle; Hallowell, David; Hawes, Zachary; McGarvey, Lynn; Moss, Joan; Mulligan, Joanne; Okamoto, Yukari; Sinclair, Nathalie; Whiteley, Walter; Woolcott, Geoff – Canadian Journal of Science, Mathematics and Technology Education, 2017
Spatial reasoning plays a vital role in choice of and success in science, technology, engineering, and mathematics (STEM) careers, yet the topic is scarce in grade school curricula. We conjecture that this absence may be due to limited knowledge of how spatial reasoning is discussed and engaged across STEM professions. This study aimed to address…
Descriptors: Children, Robotics, Coding, Spatial Ability
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