A Survey of Mathematics Education Technology Dissertation Scope and Quality: 1968–2009 Public Deposited

http://ir.library.oregonstate.edu/concern/articles/0v8382364

This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by the American Educational Research Association and published by SAGE Publications. It can be found at:  http://aer.sagepub.com/

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  • 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 the mathematics education research community should demand greater clarity in its published papers through the preparation of their own manuscripts and how they review the works of others.
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  • 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. doi:10.3102/0002831214531813
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