The strategies behind the PhD in Mathematics Education Graduates' Professional Growth:

Simple item page
creativework.keywordsgraduate tracer study; mathematics teacher education; professional growth benefits; teaching strategies
dc.contributor.authorCerveza, Ryan L.
dc.date.accessioned2026-08-16T14:31:51Z
dc.date.available2026-08-16T14:31:51Z
dc.date.issued2026
dc.descriptionFull text
dc.description.abstractThis study explored the professional growth of PhD in Mathematics Education graduates from Don Mariano Marcos Memorial State University (2016–2023), focusing on the teaching strategies that contributed to their advancement. Motivated by the limited research linking doctoral training to practical classroom application, the study aims to identify which instructional approaches were most relevant to graduates’ teaching practices and career outcomes. Using a descriptive tracer study design, data were gathered from all 16 program alumni through a structured online survey and analyzed using both quantitative and qualitative methods. Findings revealed that research-based instruction, problem-based learning, and digital tool integration were the most impactful strategies, contributing to improved teaching performance, increased confidence, job promotions, and professional recognition. Graduates reported high alignment between their doctoral training and real-world educational demands, particularly during the pandemic’s transition to remote learning. Framed by Human Capital and Social Systems Theories, the results highlight how doctoral education functions as both a personal investment and an institutional lever for change. The study concludes that embedding flexible, research-informed pedagogies in doctoral programs strengthens instructional leadership and positions graduates as key agents of innovation in mathematics education.
dc.description.sponsorshipDon Mariano Marcos Memorial State University
dc.identifier.citationR.L. Cerveza (2026). The strategies behind the PhD in Mathematics Education Graduates' Professional Growth:Insights from a graduate tracer study (2016–2023). Mathematics Teaching-Research Journal. City University of New York.
dc.identifier.issn25734377
dc.identifier.urihttps://lakasa.dmmmsu.edu.ph/handle/123456789/2348
dc.language.isoen
dc.publisherCity University of New York
dc.sdgSDG 4
dc.sdgSDG 8
dc.sdgSDG 9
dc.subjectMathematics teachers
dc.subjectMathematics teachers--In-service training
dc.subjectMathematics teachers--Certification
dc.subjectCareer development
dc.subjectProfessional education
dc.subjectStrategy--Study and teaching
dc.subjectLearning strategies--Study and teaching
dc.subjectTeaching strategies
dc.subjectStrategy--Study and teaching (Higher)
dc.titleThe strategies behind the PhD in Mathematics Education Graduates' Professional Growth:
dc.title.alternativeInsights from a graduate tracer study (2016–2023)
dc.typeArticle
dcterms.accessRightsOpen access
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
PUB-JAPE-MLUC-2026-CervezaRL.pdf
Size:
2.81 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed to upon submission
Description:
Download
Collections
Journal articles published externally