One Field, Many Paths:

U.S. Doctoral Programs in Mathematics Education

Edited by Robert E. Reys and Jeremy Kilpatrick

 

Preface

Robert E. Reys, University of Missouri,

and Jeremy Kilpatrick, University of Georgia

PART 1: Background

Mathematics Education in the United States: Origins of the Field and the Development of Early Graduate Programs

Eileen F. Donoghue, College of Staten Island, City University of New York

Doctoral Programs in Mathematics Education in the United States:

A Status Report

Robert E. Reys, Bob Glasgow, Gay A. Ragan, and Kennneth W. Simms, University of Missouri

Reflections on the Match between Jobs and Doctoral Programs in Mathematics Education

Frances (Skip) Fennell, Western Maryland College; Diane Briars, Pittsburgh Public Schools;

Terry Crites, Northern Arizona University; Susan Gay, University of Kansas; and

Harry Tunis, National Council of Teachers of Mathematics

International Perspectives on Doctoral Programs in Mathematics Education

Alan J. Bishop, Monash University (Australia)

PART 2: Core Components

Doctoral Programs in Mathematics Education: Features, Options, and Challenges

James T. Fey, University of Maryland

Research Preparation of Doctoral Students in Mathematics Education

Frank K. Lester, Jr., Indiana University and Thomas P. Carpenter, University of Wisconsin,

Mathematical Education of Mathematics Educators in Doctoral Programs

in Mathematics Education

John A. Dossey, Illinois State University and Glenda Lappan, Michigan State University

Preparation in Mathematics Education: Is There a Basic Core for Everyone?

Norma C. Presmeg, Illinois State University, and

Sigrid Wagner, The Ohio State University

The Teaching Preparation of Mathematics Educators in Doctoral Programs in Mathematics Education

Diana V. Lambdin, Indiana University, and James W. Wilson, University of Georgia

Discussions on Different Forms of Doctoral Dissertations

Lee V. Stiff, North Carolina State University

PART 3: Issues and Reactions

Organizing a New Doctoral Program in Mathematics Education

Robert Hunting, East Carolina University

Carol Thornton, Illinois State University;

Judith T. Sowder, San Diego State University;

J. Michael Shaughnessy, Portland State University;

and Kenneth C. Wolff, Montclair State University

Reorganizing and Revamping Doctoral Programs: Challenges and Results

Douglas Aichele, Oklahoma State University; Jo Boaler, Stanford University;

Carolyn Maher, Rutgers University; David Rock, University of Mississippi; and

Mark Spikell, George Mason University

Recruitment and Support for Doctoral Students

Kenneth C. Wolff, Montclair State University

The Use of Distance-Learning Technology in Mathematics Education

Charles Lamb, Texas A & M University

Emerging Possibilities for Collaborating Doctoral Programs

Richard Lesh, Janel Crider and Edith Gummer, Purdue University

Beyond Course Experiences: The Role of Non-course Experiences in Mathematics Education Doctoral Programs

Glen Blume, The Pennsylvania State University

Reactions From Conference Participants:

Doctoral Program Dilemmas from a University Mathematics Educator with a Small Program

Jennifer M. Bay, Kansas State University

Perspectives from a Newcomer on Doctoral Programs in Mathematics Education

Alfinio Flores, Arizona State University

Why I Became a Doctoral Student in Mathematics Education in the United States

Thomas Lingefjärd, Gothenburg University (Sweden)

Policy–A Missing but Important Element in Preparing Doctoral Students

Vena M. Long, University of Tennessee

My Doctoral Program in Mathematics Education–A Graduate Student’s Perspective

Gay A. Ragan, Southwest Missouri State University

 

PART 4: Ideas for Action

Improving U. S. Doctoral Programs in Mathematics Education

James Hiebert, University of Delaware; Jeremy Kilpatrick, University of Georgia; and

Mary M. Lindquist, Columbus State University

Appendices

Appendix A. List of Participants

Appendix B. Conference Agenda

Appendix C. Selected Information from Survey on Individual Institutions