One field, many paths : U. S. doctoral programs in mathematics education
著者
書誌事項
One field, many paths : U. S. doctoral programs in mathematics education
（Issues in mathematics education, v. 9）
American Mathematical Society in cooperation with Mathematical Association of America, c2001
- タイトル別名
-
CBMS : Conference Board of the Mathematical Sciences
大学図書館所蔵 全15件
注記
Includes bibliographical references
内容説明・目次
内容説明
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; and, Ideas for Action, which provides a brief synthesis of the conference and offers suggestions for future action to improve future doctoral programs.
目次
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 References: References by R. E. Reys and J. Kilpatrick Appendices: List of participants by R. E. Reys and J. Kilpatrick Conference agenda by R. E. Reys and J. Kilpatrick.
「Nielsen BookData」 より