Essential doctoral program features identified by mathematics education university faculty
| Authors | Scott A. Courtney, Anita N. Alexander |
|---|---|
| Published in | K. W. Kosko, J. Caniglia, S. A. Courtney, M. Zolfaghari, & G. A. Morris (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education |
| Publication date | 2024 |
| Research groups | Wiskundig en Analytisch vermogen van Professionals |
| Type | Lecture |
Summary
The purpose of this study was to learn from university faculty with a doctorate in mathematics education from across the world about how programs in mathematics education should prepare doctoral students for research and teaching in mathematics education. Online survey responses indicated that 99 mathematics education university faculty from 33 different countries stressed the importance of providing doctoral students with opportunities to examine and compare fundamental theories of learning mathematics; examine current and historical research in the field of mathematics education; and develop broad and deep knowledge of the big ideas ages 2-20 years (i.e., grades preK-14) mathematics.
On this publication contributed
| Language | Engels |
|---|---|
| Published in | K. W. Kosko, J. Caniglia, S. A. Courtney, M. Zolfaghari, & G. A. Morris (Eds.), Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education |
| ISBN/ISSN | URN:ISBN:978-7348057-3-4 |
| Key words | teacher educators, teacher knowledge |
| Digital Object Identifier | 10.51272/pmena.46.2024 |
| Page range | 789-793 |
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