Abstract
This chapter presents a critical analysis of educational research as reflected in doctoral dissertations completed during the past decade in mathematics education in the Philippines. It analyzes the published dissertations with respect to the topics in the discipline they address, the targeted participants in terms of educational level and roles of stakeholders and theoretical frameworks used to construct the research. The analysis revealed a strong emphasis on research on teaching educational goals of mathematics, teacher development, and the use of technology in teaching. The less traversed areas were the research on social goals of education, the relationship of mathematics teaching and learning in other disciplines, the equity in terms of language and access to quality mathematics education due to poverty, elementary and kindergarten mathematics, assessment, technology used in informal settings, and research areas that are informed by critical and sociopolitical perspectives. The analysis calls for the need for better articulation of the role of the theory in a dissertation and a greater diversification of theoretical stances, in particular the critical and sociopolitical perspectives that remain underutilized.
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16 June 2023
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Atweh, B., Lapinid, M.R.C., Limjap, A.A., Elipane, L.E., Basister, M., Conde, R.L. (2023). Critical Analysis of Mathematics Education Doctoral Dissertations in the Philippines: 2009–2021. In: Atweh, B., Fan, L., Vistro-Yu, C.P. (eds) Asian Research in Mathematics Education. Mathematics Education – An Asian Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-99-0643-7_4
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