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One Field, Many Paths: U. S. Doctoral Programs in Mathematics Education
Edited by: Robert E. Reys, University of Missouri, Columbia, MO, and Jeremy Kilpatrick, University of Georgia, Athens, GA
A co-publication of the AMS and CBMS.
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CBMS Issues in Mathematics Education
2001; 176 pp; softcover
Volume: 9
ISBN-10: 0-8218-2771-5
ISBN-13: 978-0-8218-2771-0
List Price: US$34
Member Price: US$27.20
All Individuals: US$27.20
Order Code: CBMATH/9
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One Field, Many Paths: U. S. Doctoral Programs in Mathematics Education - Robert E Reys and Jeremy Kilpatrick

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.

This series is published in cooperation with the Mathematical Association of America.

Readership

Graduate students and research mathematicians interested in mathematics education.

Table of Contents

Background
  • E. F. Donoghue -- Mathematics education in the United States: Origins of the field and the development of early graduate programs
  • R. E. Reys, B. Glasgow, G. A. Ragan, and K. W. Simms -- Doctoral programs in mathematics education in the U.S.: A status report
  • F. Fennell, D. Briars, T. Crites, S. Gay, and H. Tunis -- Reflections on the match between jobs and doctoral programs in mathematics education
  • A. J. Bishop -- International perspectives on doctoral studies in mathematics education
Core components
  • J. T. Fey -- Doctoral programs in mathematics education: Features, options, and challenges
  • F. K. Lester, Jr. and T. P. Carpenter -- The research preparation of doctoral students in mathematics education
  • J. A. Dossey and G. Lappan -- The mathematical education of mathematics educators in doctoral programs in mathematics education
  • N. C. Presmeg and S. Wagner -- Preparation in mathematics education: Is there a basic core for everyone?
  • D. V. Lambdin and J. W. Wilson -- The teaching preparation of mathematics educators in doctoral programs in mathematics education
  • L. V. Stiff -- Discussions on different forms of doctoral dissertations
  • G. Blume -- Beyond course experiences: The role of non-course experiences in mathematics education doctoral programs
Related issues
  • C. Thornton, R. H. Hunting, J. M. Shaughnessy, J. T. Sowder, and K. C. Wolff -- Organizing a new doctoral program in mathematics education
  • D. B. Aichele, J. Boaler, C. A. Maher, D. Rock, and M. Spikell -- Reorganizing and revamping doctoral programs--Challenges and results
  • K. C. Wolff -- Recruiting and funding doctoral students
  • C. E. Lamb -- The use of distance-learning technology in mathematics education doctoral programs
  • R. Lesh, J. A. Crider, and E. Gummer -- Emerging possibilities for collaborating doctoral programs
Reactions and reflections
  • J. M. Bay -- Appropriate preparation of doctoral students: Dilemmas from a small program perspective
  • A. Flores -- Perspectives from a newcomer on doctoral programs in mathematics education
  • T. Lingefjärd -- Why I became a doctoral student in mathematics education in the United States
  • V. M. Long -- Policy--A missing but important element in preparing doctoral students
  • G. A. Ragan -- My doctoral program in mathematics education--A graduate student's perspective
Ideas for action
  • J. Hiebert, J. Kilpatrick, and M. M. Lindquist -- Improving U. S. doctoral programs in mathematics education
References
  • R. E. Reys and J. Kilpatrick -- References
Appendices
  • R. E. Reys and J. Kilpatrick -- List of participants
  • R. E. Reys and J. Kilpatrick -- Conference agenda
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