The key experiences in becoming an independent mathematics education
researcher were investigated through interviews with eight doctoral
students with academic job intentions at a Turkish university. Findings
showed that doctoral students conceptualized a mathematics education
researcher with several types of knowledge, skills, and attitudes,
including research methods, mathematics, critical thinking, and being
ethical and patient. They felt like a researcher when they collected and
analyzed data at a research study. However, only the ones who were
involved in team research identified themselves as independent
researchers. Providing doctoral students with more research
opportunities during the doctoral programsmight support their
development as independent researchers.