One Field, Many Paths

by Reys, Robert E.; Kilpatrick, Jeremy

• ISBN13: 9780821827710
• ISBN10: 0821827715
• Format: Paperback
• Copyright: 2001-03-01
• Publisher: Amer Mathematical Society

Summary

This book is the first to focus specifically on doctoral programs in mathematics education. It reflects the proceedings of a National Conference on Doctoral Programs in Mathematics Education (Lake Ozark, MO) which was sponsored by the National Science Foundation. This conference was proceeded by a comprehensive survey of programs conducted over the preceding year. The meeting was designed to generate dialog regarding the nature of current doctoral programs in mathematics education, to discuss ways to strengthen such programs, and to detail suggestions and guidelines for faculty engaged in restructuring an existing program or in creating a new one.

Table of Contents

PREFACE	xi
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	3	(16)
Eileen F. Donoghue, College of Staten Island, City University of New York
Doctoral Programs in Mathematics Education in the United States: A Status Report	19	(22)
Robert E. Reys, University of Missouri; Bob Glasgow, Southwest Baptist University; Gay A. Ragan, Southwest Missouri State University; and Kenneth W. Simms, Hickman High School
Reflections on the Match between Jobs and Doctoral Programs in Mathematics Education	41	(4)
Francis (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 Studies in Mathematics Education	45	(10)
Alan J. Bishop, Monash University (Australia)
PART 2: CORE COMPONENTS
Doctoral Programs in Mathematics Education: Features, Options, and Challenges	55	(8)
James T. Fey, University of Maryland
The Research Preparation of Doctoral Students in Mathematics Education	63	(4)
Frank K. Lester, Jr., Indiana University; and Thomas P. Carpenter, University of Wisconsin
The Mathematical Education of Mathematics Educators in Doctoral Programs in Mathematics Education	67	(6)
John A. Dossey, Illinois State University; and Glenda Lappan, Michigan State University
Preparation in Mathematics Education: Is There a Basic Core for Everyone?	73	(4)
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	77	(8)
Diana V. Lambdin, Indiana University; and James W. Wilson, University of Georgia
Discussions on Different Forms of Doctoral Dissertations	85	(2)
Lee V. Stiff, North Carolina State University
Beyond Course Experiences: The Role of Non-course Experiences in Mathematics Education Doctoral Programs	87	(8)
Glen Blume, The Pennsylvania State University
PART 3: RELATED ISSUES
Organizing a New Doctoral Program in Mathematics Education	95	(6)
Carol Thornton, Illinois State University; Robert H. Hunting, East Carolina University; J. Michael Shaughnessy, Portland State University; Judith T. Sowder, San Diego State University; and Kenneth C. Wolff, Montclair State University
Reorganizing and Revamping Doctoral Programs-Challenges and Results	101	(6)
Douglas B. Aichele, Oklahoma State University; Jo Boaler, Stanford University; Carolyn A. Maher, Rutgers University; David Rock, University of Mississippi; and Mark Spiken, George Mason University
Recruiting and Funding Doctoral Students	107	(4)
Kenneth C. Wolff, Montclair State University
The Use of Distance-Learning Technology in Mathematics Education Doctoral Programs	111	(2)
Charles E. Lamb, Texas A & M University
Emerging Possibilities for Collaborating Doctoral Programs	113	(16)
Richard Lesh, Purdue University; Janet Anderson Crider, University of Minnesota; and Edith Gummer, Oregon State University
PART 4: REACTIONS AND REFLECTIONS
Appropriate Preparation of Doctoral Students: Dilemmas from a Small Program Perspective	129	(4)
Jennifer M. Bay, Kansas State University
Perspectives from a Newcomer on Doctoral Programs in Mathematics Education	133	(4)
Alfinio Flores, Arizona State University
Why I Became a Doctoral Student in Mathematics Education in the United States	137	(4)
Thomas Lingefjärd, Gothenburg University (Sweden)
Policy-A Missing but Important Element in Preparing Doctoral Students	141	(4)
Vena M. Long, University of Tennessee
My Doctoral Program in Mathematics Education-A Graduate Student's Perspective	145	(8)
Gay A. Ragan, Southwest Missouri State University
PART 5: IDEAS FOR ACTION
Improving U.S. Doctoral Programs in Mathematics Education	153	(20)
James Hiebert, University of Delaware; Jeremy Kilpatrick, University of Georgia; and Mary M. Lindquist, Columbus State University
REFERENCES	163	(10)
APPENDICES
Appendix A. List of Participants	173	(2)
Appendix B. Conference Agenda	175