U. S. Doctorates in Mathematics Education : Developing Stewards of the Discipline

by Reys, Robert E.; Dossey, John A.

• ISBN13: 9780821845844
• ISBN10: 0821845845
• Format: Paperback
• Copyright: 2008-07-31
• Publisher: Amer Mathematical Society

Summary

Mathematics education in the United States will be shaped at all levels by those who hold doctorates in the field. As professors, they influence the structure and content of university programs in mathematics education, where future teachers are prepared. As scholars, they engage in research and lead us to a deeper and better understanding of the field. This book is a detailed study of doctoral programs in mathematics education. It stems from a national conference sponsored by theNational Science Foundation. It involved participants from across the United States, as well as Brazil, Japan, Norway, and Spain, and followed up the work of an earlier conference, published in One Field, Many Paths: U.S. Doctoral Programs in Mathematics Education (Volume 9 in this series).The book, as was the conference, is organized around several major questions, including: What is the core knowledge for doctoral students in mathematics education? What are the important issues and challenges in delivering doctoral programs? What can we learn about doctoral preparation by comparisons with other countries? What effect would accreditation of doctoral programs in mathematics education have on the profession? What next steps need to be addressed now?The book documents the wide range of ideas about doctoral programs in mathematics education and their varied features. It provides readers with current visions and issues concerning doctoral studies in the field and serves as a reminder that establishing stewards of the discipline of mathematics education is a continuing challenge.

Table of Contents

Developing Stewards of the Discipline

Background: Doctoral production in mathematics education in the United States: 1960-2005

Doctoral programs in mathematics education in the United States: 2007 status report

Report of a 2007 survey of U. S. doctoral students in mathematics education

Developing stewards of the discipline: core elements: Creating a broader vision of doctoral education: Lessons from the Carnegie Initiative on the Doctorate

What core knowledge do doctoral students in mathematics education need to know?

Breakout sessions: The mathematical education of doctorates in mathematics education

Curriculum as core knowledge

Making policy issues visible in the doctoral preparation of mathematics educators

Preparing teachers in mathematics education doctoral programs: Tensions and strategies

Doctoral programs in mathematics education: Diversity and equity

Using technology in teaching and learning mathematics: What should doctoral students in mathematics education know?

Developing stewards of the discipline: delivery systems: Program delivery issues, opportunities, and challenges

Breakout sessions: Doctoral preparation of researchers

Key components of mathematics education doctoral programs in the United States: Current practices and suggestions for improvement

On-line delivery graduate courses in mathematics education

Mathematics education doctoral programs: Approaches to part-time students

Induction of doctoral graduates in mathematics education into the profession

Doctoral programs in mathematics education: Some international perspectives: Doctoral programs in mathematics education: An international perspective

Doctoral studies in mathematics education: Unique features of Brazilian programs

Nordic doctoral programs in didactics of mathematics

Japanese doctoral programs in mathematics education: Academic or professional

Post-graduate study program in mathematics education at the University of Granada (Spain)

Accreditation: Accreditation of doctoral programs: A lack of consensus

Reflections from within: Preparing the next generation of mathematics educators: An assistant professor's experience

Mathematics content for elementary mathematics education graduate students: Overcoming the prerequisites hurdle

Intellectual communities: Promoting collaboration within and across doctoral programs in mathematics education

Closing commentary: Reflecting on the conference and looking toward the future

Appendices

Table of Contents provided by Publisher. All Rights Reserved.