Leading People: Leadership in Mathematics Education
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| Title: | Leading People: Leadership in Mathematics Education |
|---|---|
| Language: | English |
| Authors: | Kilpatrick, Jeremy |
| Source: | Journal of Mathematics Education at Teachers College. Spr-Sum 2013 4(1):7-14. |
| Availability: | Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mathematics Education, Instructional Leadership, Educational Development, Science Education History, Intellectual History, Change Agents, Educational Change, Educational Trends, College Mathematics |
| ISSN: | 2156-1400 |
| Abstract: | The issue of leadership in mathematics education--always a matter of some contention--has been complicated by developments in the field over the past half century or so. When mathematics education began to emerge as an academic field at the beginning of the twentieth century, so few people were seriously concerned with either its practice or its study that virtually all of them could be considered leaders of some sort. That situation prevailed until the new math era, when a new and larger generation of mathematics educators appeared in colleges and universities. Since the new math era, mathematics education people and programs have proliferated to such an extent that leadership has become much more diversified and identifying leaders much more difficult. Today we need attention not only to the nature of leadership in our field but also to a serious study of that leadership. |
| Abstractor: | As Provided |
| Number of References: | 21 |
| Entry Date: | 2016 |
| Accession Number: | EJ1105744 |
| Database: | ERIC |
| Abstract: | The issue of leadership in mathematics education--always a matter of some contention--has been complicated by developments in the field over the past half century or so. When mathematics education began to emerge as an academic field at the beginning of the twentieth century, so few people were seriously concerned with either its practice or its study that virtually all of them could be considered leaders of some sort. That situation prevailed until the new math era, when a new and larger generation of mathematics educators appeared in colleges and universities. Since the new math era, mathematics education people and programs have proliferated to such an extent that leadership has become much more diversified and identifying leaders much more difficult. Today we need attention not only to the nature of leadership in our field but also to a serious study of that leadership. |
|---|---|
| ISSN: | 2156-1400 |
