Research on Full-Time Master of Mathematics Education Candidates’ Cognition of Dissertation

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DOI: 10.4236/jss.2015.310007    2,571 Downloads   2,972 Views   Citations

ABSTRACT

This research focused on the cognition of full-time candidates of master of mathematics education to their dissertation, and adopted open-ended structure questionnaire. There were 94 participants from 11 normal universities in Mainland China. The questionnaires were sent to them by e-mail. The results indicated the majority of candidates thought: 1) The dissertation was a paper with rational structure (78.38%); 2) The characteristic of good master dissertation was that its view was usually original (71.62%) and valuable and its content was rich (64.85%); 3) Reading more relevant literature to understand research status (98.65%) and learning more fundamental theories (75.68%) was necessary before writing dissertation; 4) They should refer the form of relevant dissertation usually when writing dissertation (72.97%). So it was obvious that many candidates’ cognition about dissertation and its preparing and writing was quite superficial, some of them were even false.

Cite this paper

Yang, Z. and Sun, D. (2015) Research on Full-Time Master of Mathematics Education Candidates’ Cognition of Dissertation. Open Journal of Social Sciences, 3, 46-50. doi: 10.4236/jss.2015.310007.

Conflicts of Interest

The authors declare no conflicts of interest.

References

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[3] Li, G.F. and Yang, Z.P. (2011) The Problems, Reasons and Countermeasures of Master of Education Dissertations. Academic Degrees & Graduate Education, 2, 20-25.
[4] Zhang, D.Q. (2011) Mathematics Education for the Master Degree Thesis Writing Analysis of the Investigation. Journal of Mathematics Education, 6, 25-29.
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