Document Type

Conference Paper

Publication Date

6-2020

DOI

10.51272/pmena.42.2020

Publication Title

Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education

Pages

181-184

Conference Name

42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mazatlán, México, May 27 - June 6

Abstract

Narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are becoming a more common choice of mathematics teacher educators (MTEs). This has opened new possibilities and challenges for early career MTEs as they try to disseminate their findings in mathematics education journals. Building from our working group at PME-NA 2018 and 2019, we respond to the need for creating a community where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. This year, we continue our focus on mentoring and scholarship on self-based methodologies. We invite English- and Spanish-speaking MTEs with research projects in any stage of preparation to join us in discussions meant to promote growth, sustainability, and continued insight into the use of self-based methodologies.

Comments

Included with kind permission from the author(s).

© 2020 by the author(s).

ORCID

0000-0001-5396-0732 (Grant)

Original Publication Citation

Suazo-Flores, E., Ward, J., Richardson, S. E., Grant, M., Cox, D., Kastberg, S. E., & Chapman, O. (2020). Mathematics teacher educators using self-based methodologies. In A.I.Sacristán, J.C. Cortés-Zavala & P.M Ruiz-Arias (Eds.), Mathematics education across cultures: Proceedings of the 42nd meeting of the North American chapter of the international group for the psychology of mathematics education, Mazatlán, México (pp.181-184). Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020

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