Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This presentation focuses on doctoral programs in mathematics education in China. China offers a rare opportunity to witness the evolution of doctoral programs in mathematics education from the ground up. The researchers will discuss the nature of programs from the beginning of the last decade to the present. Specifically, what courses traditionally taught in a mathematics department are offered to or required of prospective doctoral candidates? How are such courses coordinated with the schools of education or departments of pedagogy? What, how many, and how are these pure and applied mathematics content courses distributed across education programs? How has this changed over time? These programs are compared and contrasted with existing programs here in the United States.

The first American doctoral programs in mathematics education were established at Teachers College, Columbia University and at the University of Chicago in the early 1900s. Today more than 100 universities are offering such degrees in the United States. These doctoral programs all have well established curriculums and award 50 - 115 doctorates per year. Many of these mathematics education doctoral programs are located in university departments of mathematics, though the majority of the programs are housed within the schools of education or curriculum teaching departments (Reys & Kilpatrick, 2001).

Initially and importantly, the earliest such American program, as created by David Eugene Smith at Teachers College - Columbia University, emphasized the history of mathematics, the examination of programs in other countries, and the expectation that teachers actively contribute to the furthering of the field. In America's early mathematics education programs, a doctoral candidate might choose pure or applied mathematics, as well as pedagogy, philosophy, or history of mathematics for a dissertation topic. The role of the such programs was to prepare faculty to teach college mathematics and to conduct research related to mathematics education.

In sharp contrast, today's mathematics education doctorate programs in China are still in their developmental stages. The first such doctorate degree was awarded just a decade ago at the East China Normal University in Shanghai. As of today there are only 5 institutions in all of China that award similar degrees. By reviewing such graduate programs in China the field of mathematics education is furthered.