ABSTRACT
In the first decades of the 20th century, anyone looking at the pioneering doctoral programs in mathematics education being established by David Eugene Smith at Teachers College, Columbia University, and Felix Klein at the University of Göttingen could not have envisioned the variegated landscape of such programs a century later. Similarly, no one today can with any confidence predict how mathematics education professors will be educated during the next generation, let alone the next century. In this chapter, we examine those features of programs for educating the professorate in mathematics education that ought to persist even as programs come and go; technology advances; instructional media and delivery systems get reconfigured; faculty hiring and working conditions change; and both mathematics and mathematics education curricula are revised in various directions. We explore what it might mean to prepare doctoral students for their future roles as professors of mathematics education.
