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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)
DOI: https://doi.org/10.1090/cbmath/015

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Table of Contents

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Front/Back Matter

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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?

Breakout sessions

• 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

Breakout sessions:

• 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