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 knowledge and intern experiences that will help prepare the next generation of researchers inmathematics education once a doctoral program has been entered.
This study is concerned with the first experiences of in-service mathematics teachers in consuming scholarly mathematics education literature. Growing from the meta-didactical transposition model (Arzarello et al. 2014), we were interested in the praxeologies that may develop from teachers’ engagement with research articles. The data were collected in a cohort of thirteen teachers who read, interpreted, critiqued, and designed a follow-up to an empirical article as part of a master’s level course in mathematics education. The teachers reported that such a consumption of research contributed to the expansion of their mathematical knowledge, instigated changes in their teaching of particular concepts, and provided them with ideas for enacting this change. Furthermore, we explore how engagement with an article shaped the teachers’ understandings about research in mathematics education.
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