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 the National 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.
Part 1: Background: Doctoral production in mathematics education in the United States: 1960-2005 by R. Reys, R. Glasgow, D. Teuscher, and N. Nevels Doctoral programs in mathematics education in the United States: 2007 status report by R. Reys, R. Glasgow, D. Teuscher, and N. Nevels Report of a 2007 survey of U. S. doctoral students in mathematics education by D. Teuscher, N. Nevels, and C. Ulrich Part 2: Developing stewards of the discipline: core elements: Creating a broader vision of doctoral education: Lessons from the Carnegie Initiative on the Doctorate by C. M. Golde What core knowledge do doctoral students in mathematics education need to know? by J. Ferrini-Mundy Breakout sessions: The mathematical education of doctorates in mathematics education by D. Chazan and W. J. Lewis Curriculum as core knowledge by R. M. Zbiek and C. R. Hirsch Making policy issues visible in the doctoral preparation of mathematics educators by E. Silver and E. Walker Preparing teachers in mathematics education doctoral programs: Tensions and strategies by P. S. Wilson and M. Franke Doctoral programs in mathematics education: Diversity and equity by E. V. Taylor and R. Kitchen Using technology in teaching and learning mathematics: What should doctoral students in mathematics education know? by M. K. Heid and H. S. Lee Part 3: Developing stewards of the discipline: delivery systems: Program delivery issues, opportunities, and challenges by D. S. Mewborn Breakout sessions: Doctoral preparation of researchers by J. A. Middleton and B. Dougherty Key components of mathematics education doctoral programs in the United States: Current practices and suggestions for improvement by W. S. Bush and E. Galindo On-line delivery graduate courses in mathematics education by M. Burke and V. M. Long Mathematics education doctoral programs: Approaches to part-time students by G. Kersaint and G. A. Goldin Induction of doctoral graduates in mathematics education into the profession by B. J. Reys, G. M. Lloyd, K. Marrongelle, and M. S. Winsor Part 4: Doctoral programs in mathematics education: Some international perspectives: Doctoral programs in mathematics education: An international perspective by J. Kilpatrick Doctoral studies in mathematics education: Unique features of Brazilian programs by B. S. D'ambrosio Nordic doctoral programs in didactics of mathematics by B. Grevholm Japanese doctoral programs in mathematics education: Academic or professional by M. Koyama Post-graduate study program in mathematics education at the University of Granada (Spain) by L. Rico, A. Fernandez-Cano, E. Castro, and M. Torralbo Part 5: Accreditation: Accreditation of doctoral programs: A lack of consensus by G. Lappan, J. Newton, and D. Teuscher Part 6; Reflections from within: Preparing the next generation of mathematics educators: An assistant professor's experience by A. Tyminski Mathematics content for elementary mathematics education graduate students: Overcoming the prerequisites hurdle by D. Kirshner and T. Ricks Intellectual communities: Promoting collaboration within and across doctoral programs in mathematics education by D. Teuscher, A. M. Marshall, J. Newton, and C. Ulrich Part 7: Closing commentary: Reflecting on the conference and looking toward the future by J. Hiebert, D. Lambdin, and S. Williams Appendices.