Doctoral programs in mathematics education: An international perspective

2008 ◽  
pp. 177-179
Author(s):  
Jeremy Kilpatrick
Keyword(s):  
Mathematics Education ◽  
Doctoral Programs ◽  
International Perspective

Features of Doctoral Programs in America and Their Historical Roots

2020 ◽  
pp. 14-20
Keyword(s):  
Mathematics Education ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Recent History ◽  
Doctorate Degree ◽  
Common Features ◽  
History Of

This chapter continues to discuss developments in the history of doctoral program, including the initial Ph.D. degree in education and the move towards the new Educational Doctorate degree (Ed.D.). The chapter moves to more recent history of Ph.D. and Ed.D. programs in America and the consistent movement towards specialization. A renewed focus on standardization is illustrated by discussing some of the developments in the specialized field of mathematics education over the last 20 years. The chapter finishes by listing the basic components that are typical of most doctoral programs in education in America. These common features are the focus of the next several chapters.

Empirical Investigations of Creativity and Giftedness in Mathematics: An International Perspective

2013 ◽  
Vol 44 (5) ◽  
pp. 852-857 ◽  
Author(s):  
Scott A. Chamberlin
Keyword(s):  
Mathematics Education ◽  
South Korea ◽  
Empirical Studies ◽  
American Mathematical Society ◽  
The United States ◽  
International Perspective ◽  
Mathematical Society ◽  
International Perspectives ◽  
The Relationship

The idea for this book originated at the first joint meeting of the Korean Mathematical Society and the American Mathematical Society, held in Seoul, South Korea, on December 16–20, 2009. Contributing authors from Sweden, Norway, Turkey, Israel, Iran, China, Canada, South Korea, and the United States provide international perspectives on creativity and giftedness in mathematics education. The vast majority of the book is comprised of reports from empirical studies. In this respect, the book is not theory driven, per se. Instead, the focus is on reporting findings from studies in an attempt to elucidate the relationship between giftedness and creativity in mathematics. In this review, I provide a brief synopsis of each chapter (except Chapter 1, which outlines the book) and discuss the relevance of the work to the literature on mathematical creativity and giftedness. The overview of the chapters is followed by general remarks on the state of mathematics education research on creativity and giftedness and final thoughts about the contribution of this book to the field.

An International Perspective on Research through the JRME

1994 ◽  
Vol 25 (6) ◽  
pp. 685-696
Author(s):  
Ubiratan D'ambrosio ◽  
Beatriz D'ambrosio
Keyword(s):  
Mathematics Education ◽  
International Perspective ◽  
Prestigious Journal ◽  
Research Journal ◽  
The World ◽  
Mathematics Educators ◽  
Research In Mathematics Education

As the JRME reaches its 25th year as the research journal of the American community of mathematics educators, clearly its reach has become much broader and extends into the international realm of mathematics education. As the most prestigious journal in the field, the JRME undoubtedly influences research in mathematics education all over the world. It sets styles, priorities, and, above all, standards. In all three of these areas there are resentments, reactions, and dissent. We hope in this paper to discuss these and related issues from an international perspective.

Sign in / Sign up

Export Citation Format

Share Document