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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)
DOI: https://doi.org/10.1090/cbmath/009
Table of Contents
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Front/Back Matter
Background
- 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
Core components
- 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
Related issues
- 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