LEADER 04067nam 22006975 450 001 9910633998503321 005 20251008161932.0 010 $a9783031190780 010 $a3031190785 024 7 $a10.1007/978-3-031-19078-0 035 $a(CKB)5590000001022433 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/94988 035 $a(MiAaPQ)EBC7151623 035 $a(Au-PeEL)EBL7151623 035 $a(OCoLC)1354206092 035 $a(DE-He213)978-3-031-19078-0 035 $a(ODN)ODN0010068337 035 $a(oapen)doab94988 035 $a(EXLCZ)995590000001022433 100 $a20221202d2023 u| 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDoing Research: A New Researcher?s Guide /$fby James Hiebert, Jinfa Cai, Stephen Hwang, Anne K Morris, Charles Hohensee 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2023. 215 $a1 electronic resource (136 p.) 225 1 $aResearch in Mathematics Education,$x2570-4737 311 08$a9783031190773 311 08$a3031190777 327 $aChapter 1. What is Research, and Why Do People Do It? -- Chapter 2. How Do You Formulate (Important) Hypotheses? -- Chapter 3. Building and Using Theoretical Frameworks -- Chapter 4. Crafting the Methods to Test Hypotheses -- Chapter 5. Significance of a Study: Revisiting the ?So What? Question. 330 $aThis book is about scientific inquiry. Designed for early and mid-career researchers, it is a practical manual for conducting and communicating high-quality research in (mathematics) education. Based on the authors? extensive experience as researchers, as mentors, and as members of the editorial team for the Journal for Research in Mathematics Education (JRME), this book directly speaks to researchers and their communities about each phase of the process for conceptualizing, conducting, and communicating high-quality research in (mathematics) education. In the late 2010s, both JRME and Educational Studies in Mathematics celebrated 50 years of publishing high-quality research in mathematics education. Many advances in the field have occurred since the establishment of these journals, and these anniversaries marked a milestone in research in mathematics education. Indeed, fifty years represents a small step for human history but a giant leap for mathematics education. The educational research community in general (and the mathematics education community in particular) has strongly advocated for original research, placing great emphasis on building knowledge and capacity in the field. Because it is an interdisciplinary field, mathematics education has integrated means and methods for scientific inquiry from multiple disciplines. Now that the field is gaining maturity, it is a good time to take a step back and systematically consider how mathematics education researchers can engage in significant, impactful scientific inquiry. 410 0$aResearch in Mathematics Education,$x2570-4737 606 $aEducation$xResearch 606 $aResearch$xMethodology 606 $aMathematics$xStudy and teaching 606 $aResearch Methods in Education 606 $aResearch Skills 606 $aMathematics Education 615 0$aEducation$xResearch. 615 0$aResearch$xMethodology. 615 0$aMathematics$xStudy and teaching. 615 14$aResearch Methods in Education. 615 24$aResearch Skills. 615 24$aMathematics Education. 676 $a370.72 686 $aEDU029010$aEDU037000$aSTU036000$2bisacsh 700 $aHiebert$b James$0318712 701 $aCai$b Jinfa$0862625 701 $aHwang$b Stephen$01337696 701 $aMorris$b Anne K$01337697 701 $aHohensee$b Charles$01337698 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910633998503321 996 $aDoing Research$93057265 997 $aUNINA