Abstract
As postgraduate education expands internationally, the demand and pressures for successful outcomes have also increased. A key aspect under scrutiny in this is the timeous completion of a quality dissertation or thesis. This chapter explores the postgraduate research supervision perspectives and practices of one exceptional mathematics education researcher, Jill Adler, as a contribution to the conversation and understanding of mathematics education research supervision. The question is what can be learnt about supervision from her reflections and experiences, which have taken place in a post-Apartheid South Africa? The chapter draws on data from a larger South African Project on Postgraduate Education Research (1995-2004) and an interview with Jill Adler. The analysis yielded three paired themes, which explain her successful supervision of research students: creating community and being in community; becoming expert and being connected; and building projects and problems of practice.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
