



Short Bio
Gerald Kulm is Curtis D. Robert Professor of Mathematics Education in the College of Education, Texas A&M University. Kulm's area of research is mathematics assessment and curriculum evaluation. Kulm rejoined TAMU in August 1999, coming from the American Association for the Advancement of Science where he was Program Director of Mathematics education at Project 2061. There, he edited the Blueprints for Reform and the report Middle Grades Mathematics Textbooks: A BenchmarksBased Evaluation. Prior his position at AAAS, Kulm was a program officer at the U. S. Department of Education, and member of the mathematics education faculty at Purdue University, the University of Kentucky, and Texas A&M University. Kulm is the author or editor of more than a hundred publications on teaching, problem solving, attitudes, evaluation, and assessment in mathematics and science education, including Mathematics Assessment: What Works in the Classroom. He has served as a consultant and reviewer for many funding agencies, projects, publishers, and professional journals.


Area(s) of Emphasis
Math
Science
Achievement and Teacher Preparation
Analysis of Mathematics Standards and Curriculum Materials International Comparisons of Mathematics Achievement and Teacher Preparation Mathematics Assessment Publications (journal articles, books, book chapters)^{*}
1. Davis, T. J., Phillips, G. A., & Kulm, G. (in press). Creativity and the design of musicmathematics activities in a virtual simulation learning environment. In V. Freiman & J. Tassell (Eds.), Creativity and Technology in Mathematics Education. New York: Springer (In Press) 2. *Kulm, G., Merchant, Z., Ma, T., Oner, A. T., Davis, T., & Lewis, C. W. (2016). Algebra problem solving equity challenges: Building middle school preservice teachers’ diversity awareness. Teacher Education and Practice: STEM Special Edition, 29(4), 642659. 3. *Davis, T. J., Kulm, G., Oner, A. T., Indiogine, S. E. P., Goldsby, D., Ma, T. (2015). Preservice teachers' problem solving lesson engagement and knowledge and beliefs about teaching for equity. In J. Hammer & Y. Li (Eds.), Teaching at Work (pp. 5180). Rotterdam, Netherlands: Sense ^{*} 4. Ma, T., Brown, I., Kulm, G., Davis, T. J., & Allen, D. (2014). Constructing and roleplaying student avatars in a simulation of teaching algebra for diverse learners. Urban Education. Published online 18 July 2014, DOI: 10.1177/0042085914542658 ^{*} 5. *Davis, T., Chien, C., Brown, I., & Kulm, G. (2012). Knowledge for Algebra Teaching for Equity (KATE) project: An examination of virtual classroom simulation approaches, National Forum of Multicultural Issues Journal. 9(2), 6787 ^{*} 6. 18. *Ding, M., Li, X., Capraro, M. M., & Kulm, G. (2011). A case study of teacher responses to doubling error and difficulty in learning equivalent fractions. Investigations in Mathematics Learning, 4(2), 4273 7. Huang, R., Kulm, G., Li, Y., Smith, D., & Bao, J. (2011). Impact of video case studies on elementary mathematics teachers’ ways of evaluating lessons: An exploratory study. The Mathematics Educator, 13(1), 5371 ^{*} 8. Brown, I. A., Davis, T. J., Lewis, C. W., & Kulm, G. (2011). Preservice teachers' knowledge for teaching algebra for equity in the middle grades: A preliminary report. Journal of Negro Education (Special Issue) 9. Ding, M., Li, Y., Li, X., & Kulm, G. (2010). Chinese teachers' attributions and coping strategies for student classroom misbehaviour. Asia Pacific Journal of Education, 30, 321337. doi: 10.1080/02188791.2010.495832 10. Li, Y. & Kulm, G. (Eds.) (2009). Curriculum research to improve mathematics teaching and learning. ZDM The International Journal on Mathematics Education, 41, 709832 Show All
^{*} Publication was jointauthored with students College of Education and Human Development Grants and Contracts
No current grants/contractsShow Completed Grants/Contracts Courses Taught
Former Doctoral Students
Shuhua An (Fall, 2000), Ph.D. Diem Nguyen (Summer, 2002), Ph.D. Hossein ShirvaniArani (Summer, 2004), Ph.D. Zhonghe Wu (Summer, 2004), Ph.D. Tamara Carter (Summer, 2005), Ph.D. Armando Perez (Summer, 2005), Ph.D. Ye Sun (Summer, 2005), Ph.D. TauGamba Kadhi (Summer, 2005), Ph.D. Adam Harbaugh (Summer, 2005), Ph.D. Margaret Mohr (Summer, 2006), Ph.D. Zhixia You (Summer, 2006), Ph.D. Amanda Ross (Summer, 2006), Ph.D. Xiabao Li (Fall, 2006), Ph.D. Meixia Ding (Summer, 2007), Ph.D. Aplaslan Sahin (Fall, 2007), Ph.D. Sally Gerren (Summer, 2008), Ph.D. Leslie Woodard (Fall, 2008), Ph.D. Gary Wright (Fall, 2008), Ph.D. Xi Chen (Spring, 2010), Ph.D. Rongjin Huang (Fall, 2010), Ph.D. Irving Brown (Summer, 2011), Ph.D. Illham ElSaleh (Summer, 2011), Ph.D. Song An (Spring, 2012), Ph.D. Tingting Ma (Fall, 2012), Ph.D. Joshua Joel Edwards (Fall, 2012), Ph.D. Salvatore Indiogine (Summer, 2013), Ph.D. LaToya Anderson (Fall, 2013), Ph.D. Editorial Positions
Editor (2006  2011). School Science and Mathematics Professional Leadership/Service (International/National)
(20022005). Publications Committee. School Schince and Mathematics Association (20022005). Member of Mathematics Thecnical Panel. National Assessmetn of Educational Progress Awards
(1999). Curtis D. Robert Endowed Chair. in Math Education 

TLAC Faculty

TLAC Staff
