000			02622nam a2200217 a 4500
001			50740
003			0000000000
005			20240411193246.0
008			230302n s 000 0 eng d
020			_a 9783031190780
100	1		_aHiebert, James.
245	1	0	_aDoing research _h[electronic resource] : _ba new researcher's guide / _cJames Hiebert and 4 others.
260			_aCham : _bSpringer, _c2023.
300			_a1 online resource.
505	0		_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.
520			_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.
650		7	_aEducation _xResearch. _2sears
650		7	_aResearch. _2sears
856			_uhttps://drive.google.com/file/d/13HybbhzrhNGh_CzJrMpLQta8qActObt5/view?usp=sharing
999			_c16027 _d16027