U.S. Doctorates in Mathematics Education: Developing Stewards of the Discipline
About this Title
Robert E. Reys, University of Missouri, Columbia, MO and John A. Dossey, Illinois State University, Eureka, IL, Editors
Publication: CBMS Issues in Mathematics Education
Publication Year 2008: Volume 15
ISBNs: 978-0-8218-4584-4 (print); 978-1-4704-2360-5 (online)
Mathematics education in the United States will be shaped at all levels by those who hold doctorates in the field. As professors, they influence the structure and content of university programs in mathematics education, where future teachers are prepared. As scholars, they engage in research and lead us to a deeper and better understanding of the field. This book is a detailed study of doctoral programs in mathematics education. It stems from a national conference sponsored by the National Science Foundation. It involved participants from across the United States, as well as Brazil, Japan, Norway, and Spain, and followed up the work of an earlier conference, published in One Field, Many Paths: U.S. Doctoral Programs in Mathematics Education (Volume 9 in this series).
The book, as was the conference, is organized around several major questions, including: What is the core knowledge for doctoral students in mathematics education? What are the important issues and challenges in delivering doctoral programs? What can we learn about doctoral preparation by comparisons with other countries? What effect would accreditation of doctoral programs in mathematics education have on the profession? What next steps need to be addressed now?
The book documents the wide range of ideas about doctoral programs in mathematics education and their varied features. It provides readers with current visions and issues concerning doctoral studies in the field and serves as a reminder that establishing stewards of the discipline of mathematics education is a continuing challenge.
Graduate students and research mathematicians interested in mathematics education.
Table of Contents
Part 1: Background
- 1. Robert Reys, Robert Glasgow, Dawn Teuscher and Nevels Nevels – Doctoral production in mathematics education in the United States: 1960–2005
- 2. Robert Reys, Robert Glasgow, Dawn Teuscher and Nevels Nevels – Doctoral programs in mathematics education in the United States: 2007 status report
- 3. Dawn Teuscher, Nevels Nevels and Catherine Ulrich – Report of a 2007 survey of U. S. doctoral students in mathematics education
Part 2: Developing stewards of the discipline: core elements
- 4. Chris Golde – Creating a broader vision of doctoral education: Lessons from the Carnegie Initiative on the Doctorate
- 5. Joan Ferrini-Mundy – What core knowledge do doctoral students in mathematics education need to know?
- 6. Daniel Chazan and W. Lewis – The mathematical education of doctorates in mathematics education
- 7. Rose Zbiek and Christian Hirsch – Curriculum as core knowledge
- 8. Edward Silver and Erica Walker – Making policy issues visible in the doctoral preparation of mathematics educators
- 9. Patricia Wilson and Megan Franke – Preparing teachers in mathematics education doctoral programs: Tensions and strategies
- 10. Edd Taylor and Richard Kitchen – Doctoral programs in mathematics education: Diversity and equity
- 11. M. Heid and Hollylynne Lee – Using technology in teaching and learning mathematics: What should doctoral students in mathematics education know?
Part 3: Developing stewards of the discipline: delivery systems
- 12. Denise Mewborn – Program delivery issues, opportunities, and challenges
- 13. James Middleton and Barbara Dougherty – Doctoral preparation of researchers
- 14. William Bush and Enrique Galindo – Key components of mathematics education doctoral programs in the United States: Current practices and suggestions for improvement
- 15. Maurice Burke and Vena Long – On-line delivery graduate courses in mathematics education
- 16. Gladis Kersaint and Gerald Goldin – Mathematics education doctoral programs: Approaches to part-time students
- 17. Barbara Reys, Gwendolyn Lloyd and Matthew Winsor – Induction of doctoral graduates in mathematics education into the profession
Part 4: Doctoral programs in mathematics education: Some international perspectives
- 18. Jeremy Kilpatrick – Doctoral programs in mathematics education: An international perspective
- 19. Beatriz D’ambrosio – Doctoral studies in mathematics education: Unique features of Brazilian programs
- 20. Barbro Grevholm – Nordic doctoral programs in didactics of mathematics
- 21. Masataka Koyama – Japanese doctoral programs in mathematics education: Academic or professional
- 22. Luis Rico, Antonio Fernández-Cano, Encarnación Castro and Manuel Torralbo – Post-graduate study program in mathematics education at the University of Granada (Spain)
Part 5: Accreditation
- 23. Glenda Lappan, Jill Newton and Dawn Teuscher – Accreditation of doctoral programs: A lack of consensus
Part 6: Reflections from within
- 24. Andrew Tyminski – Preparing the next generation of mathematics educators: An assistant professor’s experience
- 25. David Kirshner and Thomas Ricks – Mathematics content for elementary mathematics education graduate students: Overcoming the prerequisites hurdle
- 26. Dawn Teuscher, Anne Marshall, Jill Newton and Catherine Ulrich – Intellectual communities: Promoting collaboration within and across doctoral programs in mathematics education
Part 7: Closing commentary
- 27. James Hiebert, Diana Lambdin and Steve Williams – Reflecting on the conference and looking toward the future