Principles To Guide the Design and Implementation of Doctoral Programs in Mathematics Education. A Task Force Report for the Association of Mathematics Teacher Educators [electronic resource] / Robert E. Reys.
This report builds on discussions about key components of doctoral programs in mathematics education. It is organized into three parts: (1) Background; (2) Core Knowledge Expectations in Mathematics Education; and (3) Institutional Capacity Needed to Support Quality Doctoral Programs. Each element o...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2002.
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| Subjects: |
MARC
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| 520 | |a This report builds on discussions about key components of doctoral programs in mathematics education. It is organized into three parts: (1) Background; (2) Core Knowledge Expectations in Mathematics Education; and (3) Institutional Capacity Needed to Support Quality Doctoral Programs. Each element of core knowledge expectation is identified together with a brief rationale for its inclusion, and some means of addressing the elements is briefly described. A list of institutional components necessary to support high quality doctoral programs is proposed. (KHR) | ||
| 650 | 0 | 7 | |a Curriculum Development. |2 ericd. |
| 650 | 1 | 7 | |a Doctoral Programs. |2 ericd. |
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| 650 | 1 | 7 | |a Mathematics Education. |2 ericd. |
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