National Conference on
Doctoral Programs in
Mathematics Education
Kansas City, MO
September 23-26, 2007
Supported by the National Science Foundation
Award No. ESI-0333879
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National Conference on Doctoral
Programs in Mathematics Education
150 participants
90 U.S. Colleges/Universities
4 international guests
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States Represented at Conference (40)
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Conference Participants
• mathematics departments and colleges of
education;
• private institutions and public institutions;
• large established doctoral programs and new
programs just getting started;
• “seasoned” faculty and faculty who have long
careers ahead;
• 75 participants attended the first conference (1999);
• 21 participants from 1999 are at this conference
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Support from NSF
1999 Conference - Lake Ozark, MO
NSF Program Officer - Skip Fennell
2007 Conference - Kansas City, MO
NSF Program Officer - Spud Bradley
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Conference Advisory Panel
John Dossey, Illinois State University
Jim Fey, University of Maryland
Jim Lewis, University of Nebraska
Vena Long, University of Tennessee
Sid Rachlin, East Carolina University
Barbara Reys, University of Missouri
Jim Wilson, University of Georgia
Doctoral Student Members:
Kate Ulrich, University of Georgia
Dawn Teuscher & Nevels Nevels, University of Missouri
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A brief history of doctoral production in
mathematics education
 First doctorates in mathematics education:
– 1906 Teachers College Columbia University
– 1915 University of Chicago
 Production of doctorates (according to the NRC Annual Data):
– 1970
128 doctorates, 44 institutions
– 1980
74 doctorates, 35 institutions
– 1990
65 doctorates, 31 institutions
– 2000
90 doctorates, 51 institutions
Source:
Summary Reports of Doctorate Recipients from United States Universities
prepared by National Opinion Research Center, University of Chicago
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Growth in the Number of
Doctoral Programs (1960-present)
140
120
100
Numbe r of 80
institutions 60
85
85
70's
80's
118
115
90's
00's
70
40
20
0
60's
De cade
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Production of Doctorates in
Mathematics Education (1960-present)
1095
1200
1000
800
Number of
600
Doctorates
400
844
863
90's
00's
(projected)
648
494
200
0
60's
70's
80's
Decade
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Recent Production of Doctorates in
Mathematics Education
Number of different
institutions awarding
doctorates
Number of
doctorates
1999-2000
51
90
2000-2001
36
80
2001-2002
49
88
2002-2003
39
80
2003-2004
53
91
2004-2005
53
89
115*
518
Year
Total
*Of these institutions, 40 had only one graduate in 6 years
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Doctorates Programs in Mathematics Education:
Some Facts
• Many doctoral programs are small (in terms of number
of graduates).
• The number of institutions with doctoral programs is
increasing.
• The number of graduates of doctoral programs has not
changed significantly in the past 15 years.
• While there has been a steady increase in the number
of graduates from underrepresented groups (African
American and Hispanic), these groups continue to be
underrepresented in doctoral programs in mathematics
education.
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Since the 1st Conference (1999) on Doctoral
Programs in Mathematics Education
2000 Publication of One Field, Many Paths: U. S. Doctoral Programs
in Mathematics Education
2001 AMTE Website posting of PhD programs
2002 Principles to Guide the Design and Implementation
of Doctoral Programs in Mathematics Education
2002 Joint Position Statement on Doctoral Programs in
Mathematics Education (NCTM and AMTE)
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One Field, Many Paths . .
“Improving complex systems is a continuing process that
yields small changes over time. But those changes can
accumulate to yield lasting and fundamental improvements
rather than quick and temporary fixes. We believe that it is
important for the mathematics education community to take
the initiative and begin a rational long-term process of
improving its programs for training coming generations of
doctoral students.”
Hiebert, Kilpatrick, & Lindquist, p. 159
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One Field, Many Paths . .
Assess initial conditions
Set goals
Develop plans for moving toward goals
Document & share improvement efforts
Pointed out special challenges facing improvement:
 Absence of standards/regulations
 Diversity of institutional programs
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Association of Mathematics
Teacher Educators (AMTE)
Created a place for institutions with doctoral
programs to provide information about programs.
Currently more than 50 institutions have posted
information.
Check the website at http://www.amte.net
(click on “PhD Programs”)
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TIFF (Uncompressed) decompressor
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Association of Mathematics
Teacher Educators (AMTE)
Principles to Guide the Design and Implementation of
Doctoral Programs in Mathematics Education (2002)
 Core knowledge areas in mathematics education
* Mathematics
* Learning
* Curriculum
* Research
* Technology
* Assessment
* Teaching and teacher education
* Historical, social, political & economic context
 Institutional capacities needed to deliver a program
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Joint Position Statement (2002)
NCTM and AMTE developed and published a joint
position statement on doctoral programs in mathematics
education.
“A high-quality doctoral program comprises more than a set of courses and
a dissertation. Doctoral programs in mathematics education must have a
critical mass of faculty with expertise in mathematics education to provide
program leadership; research opportunities; and supervised experiences in
collegiate teaching, proposal writing, and publication preparation. Equally
important is the environment fostered within an institution where students
and faculty learn, work, and interact to create support and respect for
diverse identities related to culture, ethnicity, race, religion, gender, sexual
orientation, and exceptionalities.”
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Signs of progress
1999 NSF issued a call for proposals to establish centers in
mathematics and science education to
strengthen/increase production of doctorates.
2000 Mid-Atlantic Center of Mathematics Teaching and
Learning Funded (University of Maryland, University
of Delaware, Penn State University).
2000-05 NSF funded 7 additional Centers for Learning and
Teaching focused on mathematics education.
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CLTs Focused on Mathematics Education
 Appalachian Collaborative Center for Learning, Assessment and Instruction in
Mathematics (ACCLAIM)
University of Tennessee, University of Louisville, University of Kentucky, Ohio University,
University of West Virginia
 Center for the Mathematics Education of Latinos (CEMELA)
University of Arizona, University of New Mexico, University of California-Santa Cruz,
University of Illinois-Chicago
 Center for Teaching and Learning in the West (CLT-West)
Montana State University, University of Montana, Colorado State University,
University of Northern Colorado, Portland State University
 Center for Proficiency in Teaching Mathematics (CPTM)
University of Georgia, University of Michigan
 Center for the Study of Mathematics Curriculum (CSMC)
University of Missouri, Michigan State University, University of Western Michigan,
University of Chicago
 Diversity in Mathematics Education (DIME)
University of Wisconsin, University of California-Berkeley, University of California-Los Angeles,
Vanderbilt University
 Mid-Atlantic Center for Mathematics Teaching and Learning (MAC-MTL)
University of Maryland, University of Delaware, Penn State University
 Center for Mathematics in America’s Cities (Metro Math)
Rutgers University, University of Pennsylvania, City University of New York
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Centers for Learning and Teaching
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Other Significant Efforts
2001 Carnegie Initiative on the Doctorate (CID)
2006 Envisioning the Future of Doctoral Education:
Preparing Stewards of the Discipline
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Carnegie Initiative on the Doctorate
Studies from the 1970s, 1980s, & 1990s report that
“conventional doctoral programs do not meet the
needs of students, employers, and society.” (p. 5)
Many Ph.D recipients are ill-prepared to function
effectively in their work.
Women and ethnic minorities are underrepresented among
doctoral students.
Doctoral student attrition in many departments approach
or even exceeds 50%.
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QuickTime™ and a
TIFF (Uncompressed) decompressor
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Stewardship & the Ph.D.
”The Ph.D. is expected to serve as a steward of her
discipline or profession, dedicated to the integrity of its
work in the generation, critique, transformation,
transmission, and use of its knowledge.”
(Golde & Walker, 2006, p. 122)
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CID asked essayists:
If you start ‘de novo’ how would you
structure a doctoral program in your field?
Education:
– Virginia Richardson, Chair of Educational Studies, University of
Michigan--”Stewarts of a Field, Stewards of an Enterprise: The
Doctorate in Education”
– David Berliner, Regents’ Professor of Psychology in Education and
Educational Leadership and Policy Studies, Arizona State University-“Toward a Future as Rich as our Past”
Mathematics:
– Hyman Bass, Roger Lyndon Collegiate Professor of Mathematics,
University of Michigan--”Developing Scholars and Professionals: The
Case of Mathematics”
– Tony Chan, Dean of Physical Sciences and Professor of
Mathematics, UCLA--”A Time for Change? The Mathematics
Doctorate”
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Shared concerns about PhD programs*
Shorten time to complete PhD.
Develop more diversity among PhD recipients.
Increase doctoral students exposure to technology.
Improve writing and communication skills.
Prepare doctoral students for a wider variety of options than the
professoriate.
Make interdisciplinary work a more integral part of doctoral
education.
*Re-envisioning the PhD--Carnegie Initiative on Doctorates
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Who should lead the way?
“Universities rename, but don’t redesign.” p. 33
“There is no shortage of ideas about what we need to change. We have
to decide whether or not we want to change.” p. 121
“It is vital to actively engage doctoral students and recent Ph.D.’s in the
process of reform. They are tomorrow’s stewards.” p. 60
“The real lynchpin of graduate program reform is to be found in the
generation in between the graduate students and senior faculty.
Untenured faculty and recently tenured associate professors
represent the best hope for sustained and meaningful reform.” p. 43
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Two recent reports with implications
for doctoral programs
2007 Using Statistics Effectively in Mathematics
Education Research
American Statistical Association
2007 Educating Researchers
Education Schools Project
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http://www.amstat.org/research_grants/pdfs/SMERReport.pdf
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The Education Schools Project
http://www.edschools.org/
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Educating Researchers
Lack of agreement on “what constitutes good research
and how to prepare researchers.” p. 5
“Programs for the preparation of researchers and the
education of practitioners generally look very much alike.”
(p. 37)
“Many faculty advising doctoral students lack the skills,
knowledge and expectations necessary to mentor students in
preparing a substantial piece of research.” p.55
Recommendation--”Establish high and clearly defined
standards for education research and doctoral preparation
in research; close doctoral programs that do not meet
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those standards.” p.75
Reports Prepared for this Conference
Doctoral Production in Mathematics Education in the
United States: 1960-2005
Doctoral Programs in Mathematics Education in the
United States: 2007 Status Report
Report of a 2007 Survey of U. S. Doctoral Students in
Mathematics Education
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Some things learned from survey of 70 doctoral programs
About Faculty
Number of faculty members per program ranged from 2 to 19.
Mathematics education faculty have their academic home in
mathematics departments at six institutions.
Over one-half (55%) of faculty are tenured.
1/3 of the institutions reported they had at least one unfilled
position in mathematics education
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Some things learned from survey of 70 doctoral programs
About program
Admission requirements vary greatly
Some require teaching experience--others do not.
Some require K-12 teaching experiences-others do not.
Some require a BS or MS in mathematics-others do not.
Course work beyond BS required for doctorate ranges from
80 to 120+ semester hours.
There is no core mathematics education course work
required by all institutions.
Largest block of core courses across institutions was in
educational research/statistics.
Research stipends for doctoral students ranged from
$11,000 to $15,000 per academic year.
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Some things learned from survey of 70 doctoral programs
Changing nature of programs
About 50% reported no changes in their doctoral program
in mathematics education in the last 5 years.
About 50% reported their doctoral program experiencing
continuous change.
Over 70% were Very Familiar or Somewhat Familiar with
AMTE Principles . . .
Over 75% were Very Familiar or Somewhat Familiar with
One Field, Many Paths . . .
Majority of doctoral programs undergoing change credited
Principles and/or One Field as influencing the changes. 38
Some things learned from survey of 111 doctoral students
Interesting tidbits
More females are enrolled in doctoral programs (66%)
K-12 teaching experience ranged from 0-31 years with
an average of 5.6 years
How are perspective students finding information
about doctoral programs?
40% of doctoral students used the internet
25% of doctoral students used previous associations
with a school
15% of doctoral students found their program through
word of mouth from other students or faculty members
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Some things learned from survey of 111 doctoral students
Mathematics Preparation
18% of doctoral students will not have taken a
mathematics course during their doctoral program
Strengths and Weakness of Doctoral Programs from
the students’ point of view
Strength: Collaboration with high quality and productive
faculty members
Weakness: Lack of coursework in many areas
(mathematics, mathematics education, and research)
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Where do doctoral graduates go?
(The big picture)
10%
15%
International
On Leave
Higher Education
45%
30%
Other Public
Sector
Glasgow, R. (2000). An investigation of recent graduates of doctoral
programs in mathematics education, (Unpublished doctoral dissertation).
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University of Missouri
Where are the jobs?
Jobs Available in 2002
Jobs Available in 2000
Joint
5%
Joint
5%
Education
44%
Jobs Available in 2007
Mathematics
51%
Joint
2%
Mathematics
46%
Education
49%
Mathematics
50%
Education
48%
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Percent of Hires
Percent Hires in 2002
Unsuccesful
Hires
49%
Succesfu
l Hires
51%
Percent Hires in 2005
Unsuccesful
Hires
45%
Succesful
Hires
55%
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Job Searches by
Type of Institution & Department-2007
Type of
Institution
Mathematics
Department
School /College
Education
Joint
Math/Ed
Total
4-year BS only
9
2
0
11
BS/MS
30
13
0
43
Doctoral
25
49
2
74
Total
64
62
2
128
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Job Searches by Type of Institution
& Department (successful searches)
Type of
Institution
Mathematics
Department
School /College
Education
Joint
Math/Ed
Total
4-year BS
only
9 (7)
2 (1)
0
11 (8)
BS/MS
30 (24)
13 (6)
0
43 (30)
Doctoral
25 (11)
49 (29)
2 (0)
74 (40)
Total
64 (42)
62 (36)
2 (0)
128 (78)
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Looking for
a job!
Recruiting for
new faculty!
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National Conference on
Doctoral Programs in
Mathematics Education
Kansas City
September 2007
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Primary Goal of the Conference
Discuss issues and share strategies and
products related to doctoral programs in
mathematics education, including:
Core components of doctoral programs
Developing leadership capacity
Alternative ways of delivering doctoral
programs
Recruitment and support considerations
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Points to ponder during the conference
 Should there be a common core of courses for
doctorates in mathematics education?
Would creating a website to post syllabi for doctoral
courses in mathematics education be helpful?
Would a list of top tier research journals in
mathematics education be useful?
Would accreditation of doctoral programs advance
our profession?
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Questions you will decide . . .
In what ways can your doctoral
program be improved?
Do you have the resources and will
to make changes?
Is now the time to do so?
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Reflections on Conference
Discussions
Jim Hiebert, University of Delaware
Diana Lambdin, Indiana University
Steve Williams, Brigham Young University
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