VIEWPOINT/POINTS DE VUE
The Preparation of a Mathematics Educator: The Case of Carey
University of Missouri, Columbia, Missouri
There are many paths to becoming an active researcher in mathematics edu-
cation. This article describes one ideal path. It begins with identifying a useful
educational background prior to entering a doctoral program. Then it oers
some suggestions for selecting an institution to pursue a doctoral program.
The article outlines some academic knowledge and intern experiences that
will help prepare the next generation of researchers in mathematics education
once a doctoral program has been entered.
Il existe plusieurs parcours qui conduisent à la recherche active en enseigne-
ment des mathématiques. Cet article présente un parcours « idéal » pour
devenir enseignant des mathématiques. Il faut d’abord avoir une bonne forma-
tion pertinente en didactique avant de commencer le programme de doctorat.
Ensuite, des suggestions sont données an de choisir une bonne université où
poursuivre ses études de doctorat. Pour ce qui est de la démarche à suivre une
fois admis dans le programme, l’article trace les grandes lignes des savoirs et
des expériences de stage susceptibles d’aider à préparer la prochaine généra-
tion de chercheurs en enseignement des mathématiques.
This special issue of the Canadian Journal of Science, Mathematics and Technology Education is devoted
to developing and strengthening research competencies in mathematics education. This topic provides
a broad umbrella for discussion, including the value of becoming familiar with quantitative and quali-
tative research methodologies, while analyzing their strengths and limitations. Additionally, individuals
interested in engaging in research in mathematics education should intern with experienced researchers
in ongoing projects so that they become familiar with the wide range of challenges faced and the multiple
decisions made by researchers as their work evolves. Being mentored by experienced researchers provides
insight into the complexities of research that is impossible to obtain solely from academic coursework.
This article acknowledges the need for strong research competencies in mathematics educators. How-
ever, it also recognizes that the needs of the mathematics education community are broad. Though a
cadre of strong researchers is needed, the reality is that only a small percentage of mathematics educators
will establish and maintain an active research agenda once they complete their doctorate and enter their
career path (Glasgow, 2000; Shih, Reys, & Engledowl, 2016). For example, Glasgow’s (2000)studyofdoc-
toral graduates in mathematics found that less than one half of them produced any publications related
to their dissertations. In all of these cases the doctoral graduates were in jobs that did not require, encour-
age, or reward research and scholarly publications. Thus, a far greater need with respect to research
competency for every mathematics educator is to know how to locate research reports and then make
wise use of relevant research ndings by translating them into action for various audiences. This may
be done directly through integration of research into teaching, as well as via sharing and thoughtfully
CONTACT Robert Reys email@example.com University of Missouri, Townsend Hall, Columbia, MO .
© Ontario Institute for Educational Studies (OISE)
Can J Sci Math Techn