One Field, Many Paths:
U.S. Doctoral Programs in Mathematics Education
Edited by Robert E. Reys and Jeremy Kilpatrick
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)
PolicyA Missing but Important Element in Preparing Doctoral Students
Vena M. Long, University of Tennessee
My Doctoral Program in Mathematics EducationA Graduate Students 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