You are here:

A Survey of Mathematics Education Technology Dissertation Scope and Quality: 1968-2009
ARTICLE

, , , , ,

American Educational Research Journal Volume 51, Number 5, ISSN 0002-8312

Abstract

We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality. Dissertation studies earned an average of 64.4% of the possible quality points across all methodology types, compared to studies in journals that averaged 47.2%. Doctoral students as well as their mentors can play a pivotal role in increasing the quality of research in this area by attending to the QF categories as they plan, design, implement, and complete their dissertation studies. These results imply that mathematics education technology researchers should demand greater clarity in published papers through the preparation of their own manuscripts and how they review the works of others.

Citation

Ronau, R.N., Rakes, C.R., Bush, S.B., Driskell, S.O., Niess, M.L. & Pugalee, D.K. (2014). A Survey of Mathematics Education Technology Dissertation Scope and Quality: 1968-2009. American Educational Research Journal, 51(5), 974-1006. Retrieved March 28, 2024 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords