The purpose of this chapter is to address a significant issue that beginning mathematics education researchers confront: how to conceptualize, design, and conduct a quality, comprehensive, research program. For novice mathematics education researchers, a challenge may be how best to navigate the intellectual terrain of their chosen focus of inquiry and also to acknowledge that they are not alone in initially experiencing rejection, frustration, confusion, and doubt but that successes will eventually follow. Conceptualizing and launching one’s own research program, one that is both original and generative, is an issue that all researchers have faced in their careers. In this chapter, we provide insights and suggestions regarding how to think about and how to construct your research program, that is both original and generative. To clarify these ideas, throughout this chapter we offer detailed examples of the development of such a research program in mathematics education. We report on decisions made and the conditions that prompted the directions we took. Our work offers the reader the opportunity to join us on reflecting how to build and sustain such a program.
|Original language||English (US)|
|Title of host publication||Designing, conducting and publishing quality research in mathematics education|
|Place of Publication||Cham, Switzerland|
|Number of pages||14|
|State||Published - Sep 19 2019|