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Since conducting these interviews I have learned of at least two other USA graduate students, both in departments of mathematics education, who are working on dissertations focused on statistics education. These studies examine middle school or high school teachers’ knowledge and understanding of statistics, an emerging area of interest to statistics education researchers. With more formal programs in statistics education beginning to be developed (e.g., at the University of Minnesota beginning in Fall 2002), the statistics education community should begin to provide a more consistent and complete training to prepare and support future teachers and researchers in this emerging discipline. JOAN GARFIELD Department of Educational Psychology University of Minnesota 315 Burton Hall, 178 Pillsbury Drive S.E. Minneapolis MN 55455 USA 3. TRAINING FUTURE RESEARCHERS IN STATISTICS EDUCATION: REFLECTIONS FROM THE SPANISH EXPERIENCE CARMEN BATANERO University of Granada, Spain [email protected] The Doctoral Programme in Mathematics Education at the University of Granada was started in 1988, with only three lecturers in charge of teaching the courses and supervising research, one of them coming from the Department of Statistics and with no experience in educational research. Fortunately we counted on the help of a very experienced French research team in mathematics education: professors, Michéle Artigue, Ives Chevallard,
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17 Regine Douady, André Rouchier, coordinated by Guy Brousseau, who travelled to Granada to teach some of the courses and helped in the orientation of the theses during the first four years of the programme. Starting the doctoral programme would have been quite impossible without their help and no doubt the influence of the French school in our research work is still visible. There have been different regulations for doctoral programmes in Spain throughout this period. From 1988 to 2000, students were asked to complete 320 hours of regular course work and seminars, over two years part-time, with the possibility of spending up to 90 hours in the second year producing a preliminary written research monograph (similar to a Master’s thesis). In the new regulations, the amount of course work is reduced to 200 hours in the first year and the second year is dedicated to producing a compulsory research monograph weighted as equivalent to 120 hours of taught material. When the student has finished these two years and his/her research work is approved, he must work on a PhD. D. dissertation (original research, supervised by an expert in Mathematics Education or a related field), which usually takes 2-4 more years to complete. This Programme is offered within a Mathematics Education Department and most of the students who throughout these years have presented a thesis (24 at the moment) as well as other students who are currently at different stages in their research, are mathematicians. A few students have come from Education or Physics. In the last few years we have received South American students with other backgrounds, although the majority of them still have backgrounds related to mathematics. Nine students
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