One Field, Many Paths

, by Reys, Robert E.; Kilpatrick, Jeremy

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ISBN: 9780821827710 | 0821827715
Cover: Paperback
Copyright: 3/1/2001

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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.

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

(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

(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

(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

(10)

Alan J. Bishop, Monash University (Australia)

PART 2: CORE COMPONENTS

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

(8)

James T. Fey, University of Maryland

The Research Preparation of Doctoral Students in Mathematics Education

(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

(6)

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

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

(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

(8)

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

Discussions on Different Forms of Doctoral Dissertations

(2)

Lee V. Stiff, North Carolina State University

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

(8)

Glen Blume, The Pennsylvania State University

PART 3: RELATED ISSUES

Organizing a New Doctoral Program in Mathematics Education

(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

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One Field, Many Paths

Summary

Table of Contents

Supplemental Materials