BSRLM

British Society for Research into Learning Mathematics

  • Home
  • About
    • Who We Are
    • Constitution
    • AGM Papers and Minutes
    • Leone Burton Fund
    • Janet Duffin Fund, Award and Lecture
    • BERA Special Interest Group on Mathematics in Education
    • Copyright statement
  • Publications
    • Proceedings of BSRLM day conferences
    • Research in Mathematics Education
    • BCME Conference Proceedings and Occasional publications
    • BSRLM Conference Proceedings Template
  • Events
    • Future Conferences
    • Working Groups
    • New Researchers’ Day
    • BERA SIG Events
    • Previous Conferences
    • Gallery
    • Conference Keynotes
  • Members
    • Members’ area
    • Become a member of BSRLM
  • News
  • blogs
  • Contact Us
  • Log In

Dilemmas of a novice researcher: Time to wear our hearts on our sleeves? By Laurie Jacques

16th July 2021 by Karen Skilling

I joined BSRLM at the beginning of my PhD journey. I’m now about 6 months away from the end. It’s a blessing and a curse that I think deeply about things. When I was teaching, I would reflect deeply on the learning process that my pupils and I had experienced simultaneously during our lessons together. The process of learning remains of interest to me in the context of the process of researching. This blog reflects on my involvement with BSRLM new researcher days and day-conferences during my PhD journey including my most recent presentation in June 2021, where I shared a philosophical dilemma with fellow participants.

Early days

When I took a sabbatical for one year from my primary classroom to study for an MA in mathematics education in 2003-4, I decided to attend ICME-10 in Copenhagen. This was my first ever mathematics education research conference. It was enormous. I was surrounded by hundreds, maybe thousands, of mathematics education academics from across the world. They talked an academic language I wasn’t familiar with, and so I left, feeling intimidated. I’d placed myself in an environment that made me feel out of my depth and I wasn’t sure this was the world for me. On completion of my masters, I returned to my ‘safe’ world of my classroom for another 5 years before leaving to pursue a teacher-educator role in 2009.

Despite my early negative experience, I recovered and, by 2017, felt the calling to pursue a doctoral study which would inevitably require me to forgive the international mathematics education academic world. I confronted my demons and attended my first BSRLM conference at the new researcher day (NRD) in Oxford in June 2017. It was an event that would lift me from my anxieties about joining an academic community. It offered me a welcoming, supportive and enriching space to begin stretching my scholarly wings. Since then, the New Researcher Day (NRD) and BSRLM day-conferences have not only introduced me to the broad range of research interests in the UK and network with other researchers, but also provided opportunities to seek others’ views on my emerging doctoral work including sharing early iterations of my study design and anecdotal findings from a pilot study and most recently in June 2021, sharing a personal dilemma about philosophical considerations that I faced as my doctoral work has developed.

This dilemma resonated with my early experience of ICME-10, where, once more, I felt intimidated by the academic world but this time, rather than allowing my confidence to be dented, I wanted to confront this difficulty and then share this discomfort with others who are at different stages of their academic career.

The dilemma

My dilemma involved me struggling to identify with and make sense of an epistemological and ontological perspectives. Or in potentially less threatening language, what I perceive knowledge and reality to be. Even hearing and seeing these words as I type them, evokes an emotional response in me that challenges my self-confidence to pursue a doctoral study. This is because I was introduced to these terms right at the beginning of my PhD journey. I participated in a taught course, I read recommended texts and yet I could not see the relevance between these academic terms, the importance of the constructs that they were collective nouns for and my personal pursuit of knowledge from my own inquiry. Not until, that is, I had read extensively, designed my study, collected my data and begun to analyse it.

It was only at this later (and very recent) point that I appreciated that I had always held very strong views on how I perceived knowledge and reality to be, and significantly, that not everyone thinks the same as I do. I then struggled to convince myself that I’d taken an ‘authentic’ academic approach. My epistemological and ontological perspective had surfaced ‘a posteriori’, yet I’d been led to believe that because we study these terms at the beginning of a doctoral inquiry, that one should declare these from the beginning, that they should inform the shape of the data collection and how that data would be analysed.

The epiphany moment

I have reflected on two factors that have contributed to this belief structure. Firstly, many mathematics education research papers (that I have read) do not always explicitly declare epistemological and ontological perspectives. My research interests sit within a qualitative paradigm – a complex and wide-ranging space of which there are many different philosophical perspectives. To an untrained eye, it is not possible to discern the nuances of different epistemologies and ontologies – Ernest et al (2016) describe this as reading different philosophical ‘registers’ which I imagine is straight forward when one is able to shift from one register to another at a flip of a coin. To a novice reader and researcher however, this can mean that too many assumptions are left for us to discern.

Secondly, in those papers where epistemological and ontological perspectives are more transparent, why or how the authors chose to take those perspective is not usually described. Were those positions chosen ‘a priori’ or, as I experienced, ‘a posteriori’? What decision making processes took place? Reflecting on these questions, led me to an epiphany moment with my own dilemma.

All of the influences on my own teaching practices have also influenced my doctoral inquiry. My doctoral inquiry however, as a scholarly endeavour, has been as much about searching for what knowledge and reality mean to me as it has about answering my mathematics education research questions. What I experienced, was the construction of personal meaning of knowledge and reality through interactions with my study participants, my supervisors and with the BSRLM community. This is no surprise, given that my dilemma was resolved when I came across the work of Gergen (2015) and have finally been able identify with a social constructionist perspective.

Thinking onwards

As a novice researcher, the academic world can often feel intimidating. We are offered polished published research papers and little is said about the dilemmas and processes that happen behind the curtains of an ‘academic world’. BSRLM members have the potential to offer all of us, novice or experienced, the opportunity to be open about the challenges and difficulties that are faced in research. Those of us with teaching backgrounds, acknowledge the importance of creating moments of productive mathematical struggle (Hiebert & Grouws, 2007) for pupils and many teachers exploit this as an opportunity for discussion. I call for this to be extrapolated in the context of our mathematics education academic community. To encourage novice and experienced researchers to come together to wear their hearts on their sleeves to discuss wrong turns, hesitancies, dead-ends and acknowledge this as an authentic part of the work of a researcher.

Corollary

I have since participated actively at ICME-13 and, as I write, have been participating in ICME-14.

Ernest, P., Skovsmose, O., Van Bendegem, J., Bicudo, M., Miarka, R., Kvasz, L., & Moeller, R. (2016). The Philosophy of Mathematics Education / by Paul Ernest, Ole Skovsmose, Jean Paul van Bendegem, Maria Bicudo, Roger Miarka, Ladislav Kvasz, Regina Moeller. (1st ed. 2016. ed., ICME-13 Topical Surveys).

Gergen, K. (2015). An invitation to social construction / Kenneth J Gergen. (3rd ed.)

Hiebert, J., & Grouws, D. A. (2007). The Effects of Classroom Mathematics Teaching on Students’ Learning. In F. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 371-404). Charlotte, NC: Inf

Filed Under: blogs, Homepage

Our Aim

BSRLM is for people interested in research in mathematics education and provides a supportive environment for both new and experienced researchers to develop their ideas.

Become a Member

Members of BSRLM can attend and present at our termly Day Conferences. You will also receive the three annual issues of Research in Mathematics Education published for BSRLM by Taylor and Francis.
Join BSRLM

Social

  • E-mail
  • Twitter

Twitter

BSRLM Follow

BSRLM is a national organisation for people who are passionate about mathematics education research. RTs are not endorsements. Posts by K Skilling

BSRLM_maths
bsrlm_maths BSRLM @bsrlm_maths ·
5 Nov

The next PRiME event is now live on the BERA website.

Reply on Twitter 1721214254487941245 Retweet on Twitter 1721214254487941245 8 Like on Twitter 1721214254487941245 12 Twitter 1721214254487941245
bsrlm_maths BSRLM @bsrlm_maths ·
4 Nov

Interesting research by Sunita Babbar and Gwen Ineson from Brunel University: “There isn’t time for the ‘why’”: Secondary maths student-teachers’ approaches to teaching calculation

Reply on Twitter 1720819382224388320 Retweet on Twitter 1720819382224388320 4 Like on Twitter 1720819382224388320 23 Twitter 1720819382224388320
bsrlm_maths BSRLM @bsrlm_maths ·
4 Nov

Presentation by Marie Joubert & Cath Gripton (University of Nottingham): Using the Counting Collections approach with pre-school children: emerging findings from a development project.

Reply on Twitter 1720818720916861076 Retweet on Twitter 1720818720916861076 Like on Twitter 1720818720916861076 8 Twitter 1720818720916861076
Retweet on Twitter BSRLM Retweeted
alfcoles Alf Coles @alfcoles ·
23 Oct

We are looking forward to hosting @BSRLM_maths day conference on 4th Nov @SOEBristol ... if you haven't booked your place, you can still register! Some of the wonderful @BristolUni PGCE alumni and PhD researchers will be presenting their work @gordanosch

Reply on Twitter 1716501644118991060 Retweet on Twitter 1716501644118991060 8 Like on Twitter 1716501644118991060 19 Twitter 1716501644118991060
bsrlm_maths BSRLM @bsrlm_maths ·
18 Oct

The New Researcher Award 2023 - Sophie Harris (Manchester Metropolitan University) - "Cultural and Demographic Factors affecting Mathematical Confidence in England". Congratulations !

Reply on Twitter 1714475366780158041 Retweet on Twitter 1714475366780158041 Like on Twitter 1714475366780158041 8 Twitter 1714475366780158041
bsrlm_maths BSRLM @bsrlm_maths ·
5 Oct

Don't forget to submit you proposals for the BSRLM Autumn Day Conference onSaturday 4th November, 2023 at the University of Bristol. Research presentations, workshops or working groups welcome. The closing date for submissions is Friday 20th October, 2023 - two weeks away!

Reply on Twitter 1709912014758306259 Retweet on Twitter 1709912014758306259 6 Like on Twitter 1709912014758306259 8 Twitter 1709912014758306259
bsrlm_maths BSRLM @bsrlm_maths ·
24 Sep

Registration is now open for the BSRLM Autumn Conference at the School of Education, University of Bristol on Saturday 4th November. Submission of session proposals closes Friday 20th October.

The plenary presentation is by the winner of the Janet Duffin Award, Dr Nancy Barclay

Reply on Twitter 1705886623202717919 Retweet on Twitter 1705886623202717919 5 Like on Twitter 1705886623202717919 8 Twitter 1705886623202717919
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
28 Aug

In response to the announcement of the @BSRLM_maths Janet Duffin Award 2022, we have made the three nominated articles free access until 10th Nov. [3 of 3]
#Unmissable

by LH Rubel, B Herbel-Eisenman, LM Peralta, V Lim, S Jiang & J Kahn

Reply on Twitter 1696075142584226163 Retweet on Twitter 1696075142584226163 7 Like on Twitter 1696075142584226163 10 Twitter 1696075142584226163
bsrlm_maths BSRLM @bsrlm_maths ·
9 Aug

The BSRLM Executive are pleased to announce that Jodie Hunter is the winner of the Janet Duffin Award 2022 for an outstanding article published in the Research in Mathematics Education journal. Congratulations Jodie!

Reply on Twitter 1689202720035545088 Retweet on Twitter 1689202720035545088 5 Like on Twitter 1689202720035545088 21 Twitter 1689202720035545088
bsrlm_maths BSRLM @bsrlm_maths ·
22 Jul

Dear BSRLM members, now that many of you are on break, please take a little time to find a quiet place🏖️ or🛋️, grab a 🧋, read the papers for the Most Significant Contribution to RME Vol 24 📃, and then cast your vote 📝 by 28th July.

Reply on Twitter 1682655592421240836 Retweet on Twitter 1682655592421240836 1 Like on Twitter 1682655592421240836 2 Twitter 1682655592421240836
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
14 Jul


What's in RME #CurrentIssue 🔖 Book review "A contemporary theory of mathematics education research (by Tony Brown)" reviewed by Nick Pratt & Julie Alderton
@BSRLM_maths

Reply on Twitter 1679764165538316288 Retweet on Twitter 1679764165538316288 2 Like on Twitter 1679764165538316288 Twitter 1679764165538316288
bsrlm_maths BSRLM @bsrlm_maths ·
7 Jul

Reminder for all BSRLM members: please check your emails about voting for the Most Significant Contribution to RME Vol 24. Cast your vote by 28th July 📰🗳️⏲️

Reply on Twitter 1677195911661854722 Retweet on Twitter 1677195911661854722 3 Like on Twitter 1677195911661854722 7 Twitter 1677195911661854722
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
28 Jun


What's in RME #CurrentIssue 🔖 "Coherent formalisability as acceptability criterion for students’ mathematical discourse" by S. Jayasree, K. Subramaniam & R. Ramanujam
@BSRLM_maths

Reply on Twitter 1673978794313662465 Retweet on Twitter 1673978794313662465 1 Like on Twitter 1673978794313662465 Twitter 1673978794313662465
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
30 Jun


What's in RME #CurrentIssue 🔖 "Defining radian: provoked concept definitions of radian angle measure" by Hanan Alyami
@BSRLM_maths

Reply on Twitter 1674703821728268289 Retweet on Twitter 1674703821728268289 1 Like on Twitter 1674703821728268289 Twitter 1674703821728268289
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
23 Jun


Article online now 📷 “Upper primary student attitudes toward mathematics #ProblemSolving; an exploratory study in Chile” by Farzaneh Saadati, María Victoria Martínez & Carmen Gloria Espinoza
@BSRLM_maths
#iTeachMath #MathsEd #Maths #Research

Reply on Twitter 1672155781955764225 Retweet on Twitter 1672155781955764225 1 Like on Twitter 1672155781955764225 3 Twitter 1672155781955764225
bsrlm_maths BSRLM @bsrlm_maths ·
16 Jun

Programme for New Researchers' Day - Sat 17th June. Supporting those new to BSRLM.

Reply on Twitter 1669628480307249152 Retweet on Twitter 1669628480307249152 4 Like on Twitter 1669628480307249152 6 Twitter 1669628480307249152
bsrlm_maths BSRLM @bsrlm_maths ·
16 Jun

Here is the programme for today - an array of interesting and informative sessions !

Reply on Twitter 1669620749164748800 Retweet on Twitter 1669620749164748800 4 Like on Twitter 1669620749164748800 6 Twitter 1669620749164748800
bsrlm_maths BSRLM @bsrlm_maths ·
16 Jun

Everyone is looking forward to the start of the June Day Conference - thanks to Manchester for hosting today and the New Researchers' Day tomorrow.

Reply on Twitter 1669619815558836226 Retweet on Twitter 1669619815558836226 1 Like on Twitter 1669619815558836226 2 Twitter 1669619815558836226
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
29 May

@BSRLM_maths Day Conference is coming soon! Let's take a look at a summary of the March event!

Reply on Twitter 1663096337024401410 Retweet on Twitter 1663096337024401410 2 Like on Twitter 1663096337024401410 2 Twitter 1663096337024401410
Retweet on Twitter BSRLM Retweeted
rme_resmathed RME Journal @rme_resmathed ·
8 May


Article online now 📷 “A conceptual synthesis on approximations of practice in mathematics teacher education” by Bima Sapkota & Brooke Max
@BSRLM_maths
#iTeachMath #MathsEd #Maths #Research

Reply on Twitter 1655487450100400129 Retweet on Twitter 1655487450100400129 1 Like on Twitter 1655487450100400129 2 Twitter 1655487450100400129
Load More

Contact

Chair:
Alf Coles
Secretary:
Nicola Bretscher
Treasurer:
Irene Biza
Membership Coordinator:
Fay Baldry


Outreach Coordinator:
Ouhao Chen
Publications Officer:
Taro Fujita
Day Conference Organisers:
Mark North and Rachel Wallis
Online Communications Coordinator:
Karen Skilling

© Copyright 2023 BSRLM · All Rights Reserved · All Logos & Trademark Belongs To Their Respective Owners · Web Design Agency - Bowler Hat