One Field, Many Paths: U. S. Doctoral Programs in Mathematics Education
About this Title
Robert E. Reys, University of Missouri, Columbia, MO and Jeremy Kilpatrick, University of Georgia, Athens, GA, Editors
Publication: CBMS Issues in Mathematics Education
Publication Year 2001: Volume 9
ISBNs: 978-0-8218-2771-0 (print); 978-1-4704-2333-9 (online)
This book is the first to focus specifically on doctoral programs in mathematics education. It reflects the proceedings of a National Conference on Doctoral Programs in Mathematics Education (Lake Ozark, MO) which was sponsored by the National Science Foundation. This conference was proceeded by a comprehensive survey of programs conducted over the preceding year. The meeting was designed to generate dialog regarding the nature of current doctoral programs in mathematics education, to discuss ways to strengthen such programs, and to detail suggestions and guidelines for faculty engaged in restructuring an existing program or in creating a new one.
This volume outlines the results of the conference organized by the following sections:
Background, which includes papers providing different perspectives of doctoral programs in mathematics education in the U.S. and abroad.
Core Components, which highlights elements in common to most doctoral mathematic programs, including course work, research, education, and teaching.
Related Issues, which addresses the challenges of recruiting, organizing new programs, and restructuring existing programs.
Reactions and Reflections, which contains the thoughts of recent graduates regarding their doctoral programs and observations on the importance of integrating policy issues into doctoral programs.
Ideas for Action, which provides a brief synthesis of the conference and offers suggestions for future action to improve future doctoral programs.
Graduate students and research mathematicians interested in mathematics education.
Table of Contents
- 1. Eileen Donoghue – Mathematics education in the United States: Origins of the field and the development of early graduate programs
- 2. Robert Reys, Bob Glasgow, Gay Ragan and Kenneth Simms – Doctoral programs in mathematics education in the U.S.: A status report
- 3. Frances Fennell, Diane Briars, Terry Crites, Susan Gay and Harry Tunis – Reflections on the match between jobs and doctoral programs in mathematics education
- 4. Alan Bishop – International perspectives on doctoral studies in mathematics education
- 5. James Fey – Doctoral programs in mathematics education: Features, options, and challenges
- 6. Frank Lester, Jr. and Thomas Carpenter – The research preparation of doctoral students in mathematics education
- 7. John Dossey and Glenda Lappan – The mathematical education of mathematics educators in doctoral programs in mathematics education
- 8. Norma Presmeg and Sigrid Wagner – Preparation in mathematics education: Is there a basic core for everyone?
- 9. Diana Lambdin and James Wilson – The teaching preparation of mathematics educators in doctoral programs in mathematics education
- 10. Lee Stiff – Discussions on different forms of doctoral dissertations
- 11. Glen Blume – Beyond course experiences: The role of non-course experiences in mathematics education doctoral programs
- 12. Carol Thornton, Robert Hunting, J. Shaughnessy, Judith Sowder and Kenneth Wolff – Organizing a new doctoral program in mathematics education
- 13. Douglas Aichele, Jo Boaler, Carolyn Maher, David Rock and Mark Spikell – Reorganizing and revamping doctoral programs—Challenges and results
- 14. Kenneth Wolff – Recruiting and funding doctoral students
- 15. Charles Lamb – The use of distance-learning technology in mathematics education doctoral programs
- 16. Richard Lesh, Janel Crider and Edith Gummer – Emerging possibilities for collaborating doctoral programs
Reactions and reflections
- 17. Jennifer Bay – Appropriate preparation of doctoral students: Dilemmas from a small program perspective
- 18. Alfinio Flores – Perspectives from a newcomer on doctoral programs in mathematics education
- 19. Thomas Lingefjärd – Why I became a doctoral student in mathematics education in the United States
- 20. Vena Long – Policy—A missing but important element in preparing doctoral students
- 21. Gay Ragan – My doctoral program in mathematics education—A graduate student’s perspective
Ideas for action
- 22. James Hiebert, Jeremy Kilpatrick and Mary Lindquist – Improving U. S. doctoral programs in mathematics education