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One Field, Many Paths: U. S. Doctoral Programs in Mathematics Education
 
Edited by: Robert E. Reys :  University of Missouri, Columbia, MO
Jeremy Kilpatrick :  University of Georgia, Athens, GA
A co-publication of the AMS and CBMS
One Field, Many Paths: U. S. Doctoral Programs in Mathematics Education
Softcover ISBN:  978-0-8218-2771-0
Product Code:  CBMATH/9
List Price: $39.00
Individual Price: $31.20
eBook ISBN:  978-1-4704-2333-9
Product Code:  CBMATH/9.E
List Price: $36.00
Individual Price: $28.80
Softcover ISBN:  978-0-8218-2771-0
eBook: ISBN:  978-1-4704-2333-9
Product Code:  CBMATH/9.B
List Price: $75.00 $57.00
Add to cart
One Field, Many Paths: U. S. Doctoral Programs in Mathematics Education
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One Field, Many Paths: U. S. Doctoral Programs in Mathematics Education
Edited by: Robert E. Reys :  University of Missouri, Columbia, MO
Jeremy Kilpatrick :  University of Georgia, Athens, GA
A co-publication of the AMS and CBMS
Softcover ISBN:  978-0-8218-2771-0
Product Code:  CBMATH/9
List Price: $39.00
Individual Price: $31.20
eBook ISBN:  978-1-4704-2333-9
Product Code:  CBMATH/9.E
List Price: $36.00
Individual Price: $28.80
Softcover ISBN:  978-0-8218-2771-0
eBook ISBN:  978-1-4704-2333-9
Product Code:  CBMATH/9.B
List Price: $75.00 $57.00
Add to cart
  • Book Details
     
     
    CBMS Issues in Mathematics Education
    Volume: 9; 2001; 176 pp
    MSC: Primary 97

    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.

    This volume outlines the results of the conference organized by the following sections:

    • Background, which includes papers providing different perspectives of doctoral programs in mathematics education in the U.S. and abroad.
    • Core Components, which highlights elements in common to most doctoral mathematic programs, including course work, research, education, and teaching.
    • Related Issues, which addresses the challenges of recruiting, organizing new programs, and restructuring existing programs.
    • Reactions and Reflections, which contains the thoughts of recent graduates regarding their doctoral programs and observations on the importance of integrating policy issues into doctoral programs.
    • Ideas for Action, which provides a brief synthesis of the conference and offers suggestions for future action to improve future doctoral programs.

    This series is published in cooperation with the Mathematical Association of America.
    Readership

    Graduate students and research mathematicians interested in mathematics education.
  • Table of Contents
     
     
    • Background
    • Eileen Donoghue — 1. Mathematics education in the United States: Origins of the field and the development of early graduate programs
    • Robert Reys, Bob Glasgow, Gay Ragan and Kenneth Simms — 2. Doctoral programs in mathematics education in the U.S.: A status report
    • Frances Fennell, Diane Briars, Terry Crites, Susan Gay and Harry Tunis — 3. Reflections on the match between jobs and doctoral programs in mathematics education
    • Alan Bishop — 4. International perspectives on doctoral studies in mathematics education
    • Core components
    • James Fey — 5. Doctoral programs in mathematics education: Features, options, and challenges
    • Frank Lester, Jr. and Thomas Carpenter — 6. The research preparation of doctoral students in mathematics education
    • John Dossey and Glenda Lappan — 7. The mathematical education of mathematics educators in doctoral programs in mathematics education
    • Norma Presmeg and Sigrid Wagner — 8. Preparation in mathematics education: Is there a basic core for everyone?
    • Diana Lambdin and James Wilson — 9. The teaching preparation of mathematics educators in doctoral programs in mathematics education
    • Lee Stiff — 10. Discussions on different forms of doctoral dissertations
    • Glen Blume — 11. Beyond course experiences: The role of non-course experiences in mathematics education doctoral programs
    • Related issues
    • Carol Thornton, Robert Hunting, J. Shaughnessy, Judith Sowder and Kenneth Wolff — 12. Organizing a new doctoral program in mathematics education
    • Douglas Aichele, Jo Boaler, Carolyn Maher, David Rock and Mark Spikell — 13. Reorganizing and revamping doctoral programs—Challenges and results
    • Kenneth Wolff — 14. Recruiting and funding doctoral students
    • Charles Lamb — 15. The use of distance-learning technology in mathematics education doctoral programs
    • Richard Lesh, Janel Crider and Edith Gummer — 16. Emerging possibilities for collaborating doctoral programs
    • Reactions and reflections
    • Jennifer Bay — 17. Appropriate preparation of doctoral students: Dilemmas from a small program perspective
    • Alfinio Flores — 18. Perspectives from a newcomer on doctoral programs in mathematics education
    • Thomas Lingefjärd — 19. Why I became a doctoral student in mathematics education in the United States
    • Vena Long — 20. Policy—A missing but important element in preparing doctoral students
    • Gay Ragan — 21. My doctoral program in mathematics education—A graduate student’s perspective
    • Ideas for action
    • James Hiebert, Jeremy Kilpatrick and Mary Lindquist — 22. Improving U. S. doctoral programs in mathematics education
  • Additional Material
     
     
  • Requests
     
     
    Review Copy – for publishers of book reviews
    Accessibility – to request an alternate format of an AMS title
CBMS Issues in Mathematics Education
Volume: 9; 2001; 176 pp
MSC: Primary 97

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.

This volume outlines the results of the conference organized by the following sections:

  • Background, which includes papers providing different perspectives of doctoral programs in mathematics education in the U.S. and abroad.
  • Core Components, which highlights elements in common to most doctoral mathematic programs, including course work, research, education, and teaching.
  • Related Issues, which addresses the challenges of recruiting, organizing new programs, and restructuring existing programs.
  • Reactions and Reflections, which contains the thoughts of recent graduates regarding their doctoral programs and observations on the importance of integrating policy issues into doctoral programs.
  • Ideas for Action, which provides a brief synthesis of the conference and offers suggestions for future action to improve future doctoral programs.

This series is published in cooperation with the Mathematical Association of America.
Readership

Graduate students and research mathematicians interested in mathematics education.
  • Background
  • Eileen Donoghue — 1. Mathematics education in the United States: Origins of the field and the development of early graduate programs
  • Robert Reys, Bob Glasgow, Gay Ragan and Kenneth Simms — 2. Doctoral programs in mathematics education in the U.S.: A status report
  • Frances Fennell, Diane Briars, Terry Crites, Susan Gay and Harry Tunis — 3. Reflections on the match between jobs and doctoral programs in mathematics education
  • Alan Bishop — 4. International perspectives on doctoral studies in mathematics education
  • Core components
  • James Fey — 5. Doctoral programs in mathematics education: Features, options, and challenges
  • Frank Lester, Jr. and Thomas Carpenter — 6. The research preparation of doctoral students in mathematics education
  • John Dossey and Glenda Lappan — 7. The mathematical education of mathematics educators in doctoral programs in mathematics education
  • Norma Presmeg and Sigrid Wagner — 8. Preparation in mathematics education: Is there a basic core for everyone?
  • Diana Lambdin and James Wilson — 9. The teaching preparation of mathematics educators in doctoral programs in mathematics education
  • Lee Stiff — 10. Discussions on different forms of doctoral dissertations
  • Glen Blume — 11. Beyond course experiences: The role of non-course experiences in mathematics education doctoral programs
  • Related issues
  • Carol Thornton, Robert Hunting, J. Shaughnessy, Judith Sowder and Kenneth Wolff — 12. Organizing a new doctoral program in mathematics education
  • Douglas Aichele, Jo Boaler, Carolyn Maher, David Rock and Mark Spikell — 13. Reorganizing and revamping doctoral programs—Challenges and results
  • Kenneth Wolff — 14. Recruiting and funding doctoral students
  • Charles Lamb — 15. The use of distance-learning technology in mathematics education doctoral programs
  • Richard Lesh, Janel Crider and Edith Gummer — 16. Emerging possibilities for collaborating doctoral programs
  • Reactions and reflections
  • Jennifer Bay — 17. Appropriate preparation of doctoral students: Dilemmas from a small program perspective
  • Alfinio Flores — 18. Perspectives from a newcomer on doctoral programs in mathematics education
  • Thomas Lingefjärd — 19. Why I became a doctoral student in mathematics education in the United States
  • Vena Long — 20. Policy—A missing but important element in preparing doctoral students
  • Gay Ragan — 21. My doctoral program in mathematics education—A graduate student’s perspective
  • Ideas for action
  • James Hiebert, Jeremy Kilpatrick and Mary Lindquist — 22. Improving U. S. doctoral programs in mathematics education
Review Copy – for publishers of book reviews
Accessibility – to request an alternate format of an AMS title
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