This non-exhaustive list provides details about non-academic organizations in the field of STEM education research and development. It was developed by Fellows as part of the CADRE Fellows Program.
List of non-academic organizations in the field of STEM education research and development.
This non-exhaustive list provides details about postdoc opportunities and related resources in the field of STEM education research and development. It was developed by Fellows as part of the CADRE Fellows Program.
List of postdoc opportunities and related resources.
Arguments for significantly improving doctoral programs have long been made, both nationally (Bender, 1997; Jackson, 1996; Golde & Walker, 2006; Walker, et al., 2007) and internationally (Cumming, 2010). The nature and variety of doctoral programs makes it difficult to single out specific changes that would be equally applicable to every discipline-specific doctoral program. Therefore, this commentary will focus on doctoral programs and doctoral preparation in mathematics education.
This commentary focuses on doctoral programs and doctoral preparation in mathematics education.
Institutions in the United States have been producing PhDs in mathematics education for more than a century. Teachers College at Columbia University and the University of Chicago produced the first graduates in mathematics education in 1906 and 1912, respectively. In those institutions, doctoral students in mathematics education typically took courses along with doctoral students in mathematics. However, the dissertation research took a different direction as doctorates in mathematics education focused on issues related to mathematics learning, teaching, or curriculum.
This article highlights the production of doctorates in mathematics education for the past fifty years.
Research has documented that doctoral preparation in mathematics education varies greatly across institutions of higher education (McIntosh and Crosswhite [13], Reys and Kilpatrick [18], Reys and Dossey [15]). This study reports data gathered from over 500 doctoral graduates in mathematics education from 23 institutions in the USA from 1997 to 2014 as they self-assessed their research preparation during their doctoral program. At least 80% of the doctoral graduates rated their preparation as adequate or very well addressed for qualitative methods and quantitative methods.
This study reports data gathered from over 500 doctoral graduates in mathematics education from 23 institutions in the USA from 1997 to 2014 as they self-assessed their research preparation during their doctoral program.
There are many paths to becoming an active researcher in mathematics education. This article describes one ideal path. It begins with identifying a useful educational background prior to entering a doctoral program. Then it offers some suggestions for selecting an institution to pursue a doctoral program. The article outlines some academic knowledge and intern experiences that will help prepare the next generation of researchers in mathematics education once a doctoral program has been entered.
The article outlines some academic knowledge and intern experiences that will help prepare the next generation of researchers in mathematics education once a doctoral program has been entered.
Zambak, V. S., & Magiera, M. T. (2015). An Exploratory Analysis of Pre-service Middle School Teachers’ Mathematical Arguments. In T. Bartell, K., Bieda, R. Putnam, K. Bradfield, & H. Dominguez (Eds.). Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. 428, East Lansing, MI: Michigan State University.
Calls for increased focus on mathematical argumentation in school mathematics are critical for teacher educators charged with preparing prospective K-8 teachers (PST) to foster mathematical argumentation in their future classrooms. This is because research suggests that middle school years are crucial for students to gain proficiency in creating and critiquing mathematical arguments. Supporting PSTs’ strong understanding of what it means to do mathematics necessitates that teacher preparation programs place an emphasis on mathematical and pedagogical preparation that facilitates PSTs’ strong understanding of mathematical argumentation and proving in school mathematics.
We analyzed 37 PSTs’ written solutions to four figural pattern generalization tasks, video recordings of class discussions, and audio-recordings of problem-based interviews during which the PSTs were asked to solve one pattern generalization task, to answer the following research questions: (1) What relationships and structural aspects of a figural pattern do PSTs build upon to formulate pattern generalization? (2) How do they utilize uncovered relationships and structural aspects of a figural pattern to justify their general rules?
We analyzed 37 PSTs’ written solutions to four figural pattern generalization tasks, video recordings of class discussions, and audio-recordings of problem-based interviews during which the PSTs were asked to solve one pattern generalization task, to answer the following research questions: (1) What relationships and structural aspects of a figural pattern do PSTs build upon to formulate pattern generalization? (2) How do they utilize uncovered relationships and structural aspects of a figural pattern to justify their general rules?
This book focuses on the preparation of secondary science teachers to teach science to English Learners (EL) and is based on the SSTELLA (Secondary Science Education with English Language and Literacy Acquisition) project that has been implemented in four pre-service teacher education programs in Arizona, California and Texas, all states with large populations of EL.
This book focuses on the preparation of secondary science teachers to teach science to English Learners (EL) and is based on the SSTELLA (Secondary Science Education with English Language and Literacy Acquisition) project that has been implemented in four pre-service teacher education programs in Arizona, California and Texas, all states with large populations of EL.
The credibility of conclusions made about the effectiveness of educational interventions depends greatly on the quality of the assessments used to measure learning gains. This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments. We illustrate our discussion with examples from our assessments of high school students’ understanding of concepts in cell biology and epigenetics.
This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments.
