What Core Knowledge do Doctoral Students in Mathematics Education Need to Know?. Joan Ferrini-Mundy National Science Foundation. Conference on Doctoral Programs in Mathematics Education Kansas City September 24, 2007. core knowledge for doctoral mathematics education. purposes of
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National Science Foundation
Conference on Doctoral Programs in Mathematics Education
September 24, 2007
core Education Need to Know?
context and trends
“…to educate and prepare those to whom we can entrust the vigor, quality, and integrity of the field …a scholar first and foremost, who will creatively generate new knowledge, critically conserve valuable and useful ideas, and responsibly transform those understandings through writing, teaching, and application … a ‘steward of the discipline’…”
Chris Golde, 2006, Preparing Stewards of the Discipline, p. 5
“…I believe that a professional field like ours is different from traditional academic disciplines. It requires different talents and different kinds of knowledge, and it makes different kinds of contributions to society. Ours is an appropriately eclectic field. It requires advanced study and skills comparable to those in other professional fields that award doctorate, but a narrow focus on research isn’t the right thing.”
Jim Fey, 2001, Doctoral programs in mathematics education:
Features, options, and challenges, p. 57
“…U.S. Ph.D. scientists and engineers who will pursue careers in research and education, with the interdisciplinary backgrounds, deep knowledge in chosen disciplines, and technical, professional, and personal skills to become, in their own careers, leaders and creative agents for change… understand and integrate scientific, technical, business, social, ethical, and policy issues to confront the challenging problems of the future….”
National Science Foundation, 2007, IntegrativeGraduate Education
And Research Traineeship Program Solicitation
“The PhD program should be designed to prepare scholars who can provide normative as well as epistemic theory, research, and analysis in ways that place discussions about the enterprise in frameworks that are both analytical and morally defensible….a steward who is responsible for both the field of education study and the education enterprise.”
Virginia Richardson, Stewards of a field, stewards of an enterprise: The doctorate in education, pp. 251-2
“Doctoral education is organized around an intensive, real-world research experience that prepares students to be scholars capable of discovering, integrating, and applying knowledge…”
Council of Graduate Schools, 1990, cited in National Science Foundation U.S. Doctorates in the 20th Century, 2006
“…ensure the vitality of intellectual discovery and to promote an environmentthat cultivates rigorous scholarship”
Council of Graduate Schools, Mission Statement, 2007
“My years at Stanford were a time for tearing down and rebuilding my ideas of mathematics education….I think all of us were learning something more fundamental: to be able to adapt high-quality mathematics education practices to whatever context we found.”
Jim Wilson, 2003,Development of a mathematics education community: A personal perspective.
stewards of the discipline rebuilding my ideas of mathematics education….I think all of us were learning something more fundamental: to be able to adapt high-quality mathematics education practices to whatever context we found.”
steward who is responsible for both
the field of education study and the
…confront challenging problems of the future
…leaders and creative agents for change
narrow focus on research isn’t the right thing …
cultivate rigorous scholarship
scholars capable of discovering, integrating, and applying knowledge…
STEWARDSHIP rebuilding my ideas of mathematics education….I think all of us were learning something more fundamental: to be able to adapt high-quality mathematics education practices to whatever context we found.”
September 21, 2007—With lawmakers and school leaders alike stressing the importance of math, science, and technology (MST) education in preparing students for 21st-century jobs and careers, one might assume that parents and students would agree these subjects are crucial to their future success. But a new report challenges this assumption. According to the report, titled "Important, But Not for Me: Parents and Students in Kansas and Missouri Talk About Math, Science, and Technology Education," parents and students say they understand the importance of MST skills in general--but they don't see these as important for themselves.
Michigan State University
A Report on NSF ESIE 0101110
1. Characteristics of current leaders in mathematics and science education?
2. What led to their leadership and influence?
3. What has been their role as leaders?
4. Where will the next generation of leaders come from?
- national & state leaders; recent graduates
- wanted to span the variability of the field
- 8 arenas of leadership
- early influences & graduate education
- 3 career “episodes”
NSF, US Doctorates in the 20th Century, 2006
to advance and disseminate research on the causal effects of education interventions, practices, programs, and policies
Jim Fey, 2001. Doctoral programs in mathematics education: Features, options, and challenges, pp. 56-57
Views from educational psychology:
Core knowledge for doctoral students? Dispositions
Expanded core knowledge for doctoral students? Dispositions