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

• In Event: Roundtable Session 13
  In Roundtable Session: A Framework to Assess Research Quality, Innovations to Support Educational Research, and Rigor and Bias in the Researcher-Researched Relationship

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.

Authors

• Christopher R. Rakes, University of Maryland - Baltimore County

• Robert N. Ronau, University of Cincinnati

• David K. Pugalee, University of North Carolina - Charlotte

• Sarah Bush, University of Louisville

• Margaret L. Niess, Oregon State University

• Shannon Driskell, University of Dayton