Document Type

Conference Paper

Publication Date

2019

Publication Title

Proceedings of the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Pages

2012-2019

Conference Name

Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: PME-NA4 ... Against A New Horizon, November 14-17, 2019, St. Louis, Missouri

Abstract

Historically underused methodologies in mathematics teacher education such as narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are becoming a more frequent choice of mathematics teacher educators (MTEs). This has opened new challenges for MTEs as they try to disseminate their findings in mathematics education journals. Building from our working group at PME-NA 2018, we respond to the need for creating spaces (communities) where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. This year, we shift our focus from discussion to mentoring and scholarship on self-based methodologies. We invite MTEs with research projects in any stage of preparation to join us to in discussions meant to promote growth, sustainability, and continued insight into the use of self-based methodologies.

Rights

© 2019 The Authors.

Included with the kind written permission of the authors.

ORCID

0000-0001-5396-0732 (Grant)

Original Publication Citation

Suazo-Flores, E., Kastberg, S. E., Cox, D., Ward, J., Chapman, O., & Grant, M. (2019). Mathematics teacher educators' exploring self-based methodologies. In S. Otten, A. G. Candela, Z. Araujo, C. Haines, & Charles Munter (Eds.), Proceedings of the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 2012-2019). Psychology of Mathematics & Education of North America.

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