Induction of doctoral graduates in mathematics education into the profession

Black Women’s and Girls’ Persistence in the P–20 Mathematics Pipeline: Two Decades of Children, Youth, and Adult Education Research

“…Although there is obvious value and a need for this, discussion-based seminar courses that address systemic inequity and sociopolitical contexts in mathematics and mathematics education are also needed. The authors highlight doctoral education because many of these students in these programs will go on to become faculty members in mathematics departments (Herzig, 2002; Reys & Dossey, 2008). As the future producers of mathematics knowledge, mathematics instructors need to be equipped with knowledge of the social, historical, and political contexts of their profession.…”

Working Interinstitutionally to Apprentice Doctoral Students in Mathematics Education Research

“…As stewards of our field, we need to figure out how we can maintain and continue to improve research preparation in the face of possible reductions in the number of doctoral students. A report from the second conference on doctoral programs (Reys & Dossey, 2008) used the expression "market niche" 2 (Middleton & Dougherty, 2008, p. 141) to refer to sets of signature practices that describe the experiences that different doctoral programs around the U.S. could provide. Though their examples of such niches mentioned research topics (e.g., equity in mathematics education; see Reys et al, 2021), the definition of a niche around signature practices suggests that they need not be distinguished topically.…”

“…In this editorial, I return to the topic of reproducing capacity for research in mathematics education, given the current challenges in maintaining doctoral programs specific to our field, following the November and January editorials (Herbst, 2023(Herbst, , 2024. Drawing on the notions of niches and intellectual communities that were discussed in the second conference on doctoral programs in mathematics education (Hiebert et al, 2008;Reys & Dossey, 2008), I propose that the reproduction of research capacity in our field could be organized around interinstitutional research niches that cultivate specific practices of mathematics education research.…”

Supporting the Next Generation of "Stewards" in Mathematics Education

“…1 A primary goal of the CLTs was to recruit and prepare doctoral students in mathematics education, addressing the shortage of doctorates in the area that has existed for more than two decades [1], [2], [3], and [4] The transition from doctoral student to contributing faculty member is often underestimated. New faculty immediately assume a variety of responsibilities, including collegiate teaching, student advising, service activities with local schools, advancement of a research agenda, and engagement in scholarly writing [6], [7], [8], and [9]). They often do so in an environment where they are alone or among a small number of mathematics educators at their institution.…”