Alternate Trajectories: Women Moving into Mathematics Education

Autor/in	Toney, Allison F.
Titel	Alternate Trajectories: Women Moving into Mathematics Education
Quelle	In: Investigations in Mathematics Learning, 6 (2014) 3, S.29-50 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
Schlagwörter	Mathematics Education; Womens Education; Females; Doctoral Degrees; Qualitative Research; Interviews; Graduate Study; Majors (Students); Career Choice; Student Experience; Hypothesis Testing; Communities of Practice; Guidance; Social Support Groups; Mentors; Role Models; Teacher Competencies; Cognitive Ability; Self Concept + Suchen Sie Ihr Suchwort? Mathematische Bildung; 'Women''s education'; Frauenbildung; Weibliches Geschlecht; Doctoral degree; Doktorgrad; Qualitative Forschung; Interviewing; Interviewtechnik; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studienerfahrung; Hypothesenprüfung; Hypothesentest; Community; Beratung; Social support; Soziale Unterstützung; Identifikationsfigur; Lehrkunst; Denkfähigkeit; Selbstkonzept
Abstract	While only about one-third of each year's doctoral graduates in mathematics are women, about two-thirds of the doctoral graduates in mathematics education are women. This article reports on the results of a qualitative investigation into the nature of the graduate school-related experiences of women in collegiate mathematics education doctoral programs (Toney, 2008). Eight women with advanced mathematics degrees were interviewed. Each woman chose to move into a collegiate mathematics education doctoral program in a mathematics department. The two-interview protocol explored and extended a framework about women doctoral mathematics students' experiences suggested by the research of Herzig (2002, 2004a, 2004b), Hollenshead, Younce, and Wenzel (1994), and Stage and Maple (1996). Results support an addition of three new categories to this framework: self as scholar, "my teaching," and future possible self. Concluding remarks include suggestions for future research and new directions for practice, graduate program development, and faculty recruitment. (As Provided).
Anmerkungen	Research Council on Mathematics Learning. Web site: http://web.unlv.edu/RCML/journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01