doctoral programs in mathematics education in the United States

Robert Reys

University of Missouri-Columbia

ReysR@missouri.edu

Purpose

This session will highlight a National Conference on Doctoral Programs in Mathematics Education sponsored by the National Science Foundation. The conference provided a forum for discussing key issues related to doctoral programs, including ‘core’ areas of preparation.

Results

A pre-conference survey collected information on the current nature of 48 doctoral programs in mathematics education in the United States, and these programs have produced about 80 percent of the doctorates awarded during the last 20 years. The survey provides a snapshot of information regarding faculty, students, and program characteristics. Programs range from those where candidates take virtually all graduate work in mathematics followed by research in mathematics education to programs where all coursework and research is in education. The single most startling finding is with respect to projected retirements that will soon be occurring within these institutions. For example, over 50% of the mathematics education faculty are eligible for retirement within 0-2 years, and nearly 20% are eligible within 3-5 years. Thus, a changing of the guard is eminent, and likely to change significantly the nature and structure of future doctoral programs in mathematics education. The study also revealed how difficult it is to identify people earning doctorates in mathematics education. For example, dissertations reported in JRME, ERIC and Dissertation Abstracts do not necessarily reflect research being done by mathematics educators.