One Field, Many Paths: U. S. Doctoral Programs in Mathematics Education

Abstract

Background: Mathematics education in the United States: Origins of the field and the development of early graduate programs by E. F. Donoghue Doctoral programs in mathematics education in the U.S.: A status report by R. E. Reys, B. Glasgow, G. A. Ragan, and K. W. Simms Reflections on the match between jobs and doctoral programs in mathematics education by F. Fennell, D. Briars, T. Crites, S. Gay, and H. Tunis International perspectives on doctoral studies in mathematics education by A. J. Bishop Core components: Doctoral programs in mathematics education: Features, options, and challenges by J. T. Fey The research preparation of doctoral students in mathematics education by F. K. Lester, Jr. and T. P. Carpenter The mathematical education of mathematics educators in doctoral programs in mathematics education by J. A. Dossey and G. Lappan Preparation in mathematics education: Is there a basic core for everyone? by N. C. Presmeg and S. Wagner The teaching preparation of mathematics educators in doctoral programs in mathematics education by D. V. Lambdin and J. W. Wilson Discussions on different forms of doctoral dissertations by L. V. Stiff Beyond course experiences: The role of non-course experiences in mathematics education doctoral programs by G. Blume Related issues: Organizing a new doctoral program in mathematics education by C. Thornton, R. H. Hunting, J. M. Shaughnessy, J. T. Sowder, and K. C. Wolff Reorganizing and revamping doctoral programs--Challenges and results by D. B. Aichele, J. Boaler, C. A. Maher, D. Rock, and M. Spikell Recruiting and funding doctoral students by K. C. Wolff The use of distance-learning technology in mathematics education doctoral programs by C. E. Lamb Emerging possibilities for collaborating doctoral programs by R. Lesh, J. A. Crider, and E. Gummer Reactions and reflections: Appropriate preparation of doctoral students: Dilemmas from a small program perspective by J. M. Bay Perspectives from a newcomer on doctoral programs in mathematics education by A. Flores Why I became a doctoral student in mathematics education in the United States by T. Lingefjard Policy--A missing but important element in preparing doctoral students by V. M. Long My doctoral program in mathematics education-A graduate student's perspective by G. A. Ragan Ideas for action: Improving U. S. doctoral programs in mathematics education by J. Hiebert, J. Kilpatrick, and M. M. Lindquist