Directory » GERALD KULM

GERALD KULM (Emeritus)
Professor Emeritus
Curriculum Vitae
Research Interests
Achievement and Teacher Preparation
Analysis of Mathematics Standards and Curriculum Materials
International Comparisons of Mathematics Achievement and Teacher Preparation
Mathematics Assessment
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 re-joined 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 Benchmarks-Based 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.
Ed.D., Mathematics and Educational Psychology, Columbia University Teachers College (1971)
MAT, Mathematics, Cornell University (1967)
B.A., Mathematics, Washington State University (1963)
EDCI622. Theor Learn Teach Math
EDCI685. Directed Studies
EDCI685. Problems
EDCI689. Special Topics In Math Know Teachers
MASC351. Problem Solving In Math
MASC450. Integrated Mathematics
LaToya Anderson (Fall 2013)
Salvatore Indiogine (Summer 2013)
Joshua Joel Edwards (Fall 2012)
Tingting Ma (Fall 2012)
Song An (Spring 2012)
Illham El-Saleh (Summer 2011)
Irving Brown (Summer 2011)
Rongjin Huang (Fall 2010)
Xi Chen (Spring 2010)
Gary Wright (Fall 2008)
Leslie Woodard (Fall 2008)
Sally Gerren (Summer 2008)
Aplaslan Sahin (Fall 2007)
Meixia Ding (Summer 2007)
Xiabao Li (Fall 2006)
Zhixia You (Summer 2006)
Margaret Mohr (Summer 2006)
Amanda Ross (Summer 2006)
Adam Harbaugh (Summer 2005)
Armando Perez (Summer 2005)
Tamara Carter (Summer 2005)
TauGamba Kadhi (Summer 2005)
Ye Sun (Summer 2005)
Hossein Shirvani-Arani (Summer 2004)
Zhonghe Wu (Summer 2004)
Diem Nguyen (Summer 2002)
Shuhua An (Fall 2000)
Books and Monographs
Kulm, G. (Ed.) (2008). Teacher knowledge and practice in middle grades mathematics. Rotterdam, The Netherlands: Sense.
Journal Articles
*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[8217] diversity awareness. Teacher Education and Practice: STEM Special Edition, 29(4), 642-659.
Ma, T., Brown, I., Kulm, G., Davis, T. J., & Allen, D. (2014). Constructing and role-playing student avatars in a simulation of teaching algebra for diverse learners. Urban Education. Published online 18 July 2014, DOI: 10.1177/0042085914542658
*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), 67-87
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), 42-73
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)
Huang, R., Kulm, G., Li, Y., Smith, D., & Bao, J. (2011). Impact of video case studies on elementary mathematics teachers[8217] ways of evaluating lessons: An exploratory study. The Mathematics Educator, 13(1), 53-71
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, 321-337. doi: 10.1080/02188791.2010.495832
Kulm, G., & Li, Y. (2009). Curriculum research to improve teaching and learning: national and cross-national studies. ZDM-The International Journal on Mathematics Education, 41, 709-715. DOI: 10.1007/s11858-009-0217-1
*Li, Y., Chen, X., & Kulm, G. (2009). Mathematics teachers' practices and thinking in lesson plan development: A case of teaching fraction division. ZDM-The International Journal on Mathematics Education, 41, 717-731
Li, Y. & Kulm, G. (Eds.) (2009). Curriculum research to improve mathematics teaching and learning. ZDM -The International Journal on Mathematics Education, 41, 709-832
Ye, S., Kulm, G., & Capraro, M. M. (2009). Middle grade teachers' use of textbooks and their classroom instruction. Journal of Mathematics Education, 2(2), 20-37
An, S. A., Kulm, G. O., & Ma, T. (2008). The effects of a music composition activity on Chinese students' attitudes and beliefs towards mathematics: An exploratory study. Journal of Mathematics Education,1(1), 91-108.
Ding, M., Li, Y., Li, X., & Kulm, G. (2008). Chinese teachers' perceptions of students' classroom misbehavior. Educational Psychology, 28, 305-324.
Li, Y., & Kulm, G. (2008). Knowledge and confidence of pre-service mathematics teacher: The case of fraction division. ZDM - The International Journal on Mathematics Education, 40, 833-843
Sahin, A., & Kulm, G. (2008). Sixth grade mathematics teachers' intentions and use of probing, guiding, and factual questions. Journal of Mathematics Teacher Education, 11(3), 221-241.
Ding, M., Li, X., Piccolo, D., & Kulm, G. (2007). Teacher intervention in cooperative learning: A case study in sixth-grade mathematics classrooms. Journal of Educational Research, 100, 162-175.
Kulm, G., Capraro, R. M., & Capraro, M. M. (2007). Teaching and learning middle grades mathematics with understanding. Middle Grades Research Journal, 2(1), 23-48.
Kulm, G., Wilson, L. D., & Kitchen, R. (2006). Alignment of content and effectiveness of mathematics assessment items. Educational Assessment, 10(4), 173-196.
Capraro, M.M., Kulm, G., & Capraro, R.M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics Journal, 105, 165-174.
Capraro, R., Capraro, MM, Parker, D., Kulm, G., & Raulerson, T. (2005). The Mathematic Content Knowledge Role in Developing Preservice Teachers' Pedagogical Content Knowledge, Journal for Research in Childhood Education, 20, 108-124.
Nguyen, D.M & Kulm, G. (2005).Using web-based practice to enhance mathematics learning and achievement. Journal of Interactive Online Learning (JIOL), 3(3), Winter 2005.
An, S., Kulm, G., & Wu, J. (2004). The Pedagogical Content Knowledge of Middle School Mathematics Teachers in China and the U.S. Journal of Mathematics Teacher Education, 7(2), 145-172.
Bush, W., Kulm, G., & Surati, D. (2000). Getting together over a good book. Journal of Staff Development, 21(2), 34-38.
Kulm, G. (2000). Book review of Thinking practices in mathematics and science learning. Mathematics Thinking and Learning 241, 7, 315-320.
Kulm, G. (2000). Rating algebra textbooks. Science Books & Films, 36(3), 104-106.
Kulm, G. (1999). Evaluating mathematics textbooks. Basic Education 239, 43, 6-8.
Kulm, G. (1999). Making sure your mathematics curriculum meets standards. Mathematics Teaching in the Middle School 238, 4, 536-541.
Kulm, G., Roseman, J. E., and Treistman, M. (1999). A benchmarks-based approach to textbook evaluation. Science Books & Films 35, 147-153.
Book Chapters
Davis, T. J., Phillips, G. A., & Kulm, G. (in press). Creativity and the design of music-mathematics activities in a virtual simulation learning environment. In V. Freiman & J. Tassell (Eds.), Creativity and Technology in Mathematics Education. New York: Springer
*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. 51-80). Rotterdam, Netherlands: Sense
Li., Y., Kulm, G., Huang, R., & Ding, M. (2009). On the quality of mathematics lesson: Do elementary mathematics teachers have similar views as students and their school? In J. Cai, G. Kaiser, B. Perry, & N.-Y. Wong (Eds.), Effective mathematics teaching from teacher's perspectives: National and cross-national studies. (pp. 217-234). Rotterdam, The Netherlands: Sense Publishers.
Kulm, G. (2008). A theoretical framework for mathematics knowledge in teaching middle grades. In G. Kulm (Ed.), Teacher knowledge and practice in middle grades mathematics(pp. 3-18). Rotterdam, The Netherlands: Sense.
Kulm, G., & Capraro, R. M. (2008). Textbook use and student learning of number and algebra ideas in middle grades. In G. Kulm, (Ed.), Teacher knowledge and practice in middle grades mathematics (pp. 255-272). Rotterdam, The Netherlands: Sense.
You, Z., & Kulm, G. (2008). Prospective teacher knowledge of linear functions. In G. Kulm (Ed.), Teacher knowledge and practice in middle grades mathematics (pp. 45-65). Rotterdam, The Netherlands: Sense.
An, S., Kulm, G., Wu, Z., Ma, F., & Wang, L. (2006). The impact of cultural differences on middle school mathematics teachers' beliefs in the U. S. and China. In F. K. Leung, & F. J. Lopez-Real, (Eds.), Mathematics education in different cultural traditions: A comparative study of East Asia and the West, The 13th ICMI Study (pp. 449-464). New York: Springer.
Kulm, G. (2001). Curriculum trends, secondary level. In L. S. Ginstein & S. I. Lipsey (Eds.), Encylopedia of mathematics education, (pp. 177-179). New York: Routledge Falmer.
Kulm, G. (2001). Evaluation of instruction, overview. In L. S. Ginstein & S. I. Lipsey (Eds.), Encylopedia of mathematics education, (pp. 238-240). New York: Routledge Falmer.
Kulm, G. (2001). Integration of secondary school mathematics instruction with other subjects. In L. S. Ginstein & S. I. Lipsey (Eds.), Encylopedia of mathematics education, (pp. 356-357). New York: RoutledgeFalmer.
Other Publications and Presentations
Kulm, G. (2009). Editorial: A time of change. School Science and Mathematics, 109, 2-3.
Kulm, G. (2009). Editorial: Science and mathematics education in a context of national crisis. School Science and Mathematics, 109, 309.
Sun, Y. & Kulm, G. (2003). Developing understanding of fraction concepts: Lessons from two teachers. Texas Mathematics Teacher, L(2), 6-9.
Roseman, J.E., Kulm, G. & Shuttleworth, S. (2001). Putting textbooks to the test. ENC focus, 8 (3), 56-59.
Kulm, G., Morris, K. & Grier, L. (2000). Middle grades mathematics textbooks: A benchmarks-based evaluation. Washington, DC: American Association for the Advancement of Science.
Preservice Teachers' - Knowledge of Algebra Teaching for Equity (P-KATE)
Co-PI (). National Science Foundation (Federal)
2017-09-01 — 2021-08-31
Preservice Teachers Knowledge for Teaching Algebra for Equity in the Middle Grades
PI. National Science Foundation (Federal)
2010-09-01 — 2016-08-31
Greater Texas Foundation Teacher Skill Development Master's Degree Program
Other. Greater Texas Foundation (Private)
2008-11-01 — 2014-10-31
Authentic Assessments of Preservice Teachers Knowledge
PI. National Science Foundation (Federal)
2008-10-01 — 2011-09-30
Building Relationships Between and Among Mathematics Stakeholders in and Across the State of Texas
Co-PI (). National Science Foundation (Federal)
2008-09-01 — 2009-08-31
A Seminar on Mathematics Education in the United States and China-Developing a Research Agenda on Curriculum, Teaching
Co-PI (). National Science Foundation (Federal)
2008-07-01 — 2009-06-30
Mathematics Knowledge for Teaching Middle Grades
PI. National Science Foundation (Federal)
2007-10-01 — 2012-09-30
Editorial Support Services for the Journal School Science and Mathematics
PI. School Science and Mathematics Association (Private)
2006-06-01 — 2011-08-31
Content Knowledge for Teaching Middle Grades Mathematics
PI. National Science Foundation (Federal)
2006-02-01 — 2011-01-31
Information Technology in Science Center for Learning and Teaching Phase II
Co-PI. National Science Foundation (Federal)
2005-09-01 — 2010-08-31
Post Doctoral Training in Quantitative Research Methods to Improve Mathematics Teaching and Learning
PI. US Department of Education (Federal)
2005-03-01 — 2009-02-28
Making Mathematics Meaningful to Middle School Students Through Representational Bridging
Staff. National Science Foundation (Federal)
2004-12-01 — 2007-11-30
Improving Mathematics Achievement Project (IMAP)
PI. New Mexico State University (State)
2004-04-01 — 2007-03-31
Teacher Support for TAKS and Instructional Practices (TEST-TIPS)
Co-PI (). US Department of Education (Federal)
2003-10-01 — 2006-09-30
Reforming School Science Text Through Dual Coding Theory
Co-PI (). US Department of Education (Federal)
2003-09-01 — 2006-08-31
SWT Mathworks Central Texas Math Initiative
PI. Southwest Texas State University (State)
2003-08-01 — 2008-07-31
Improvement of Text and Instruction in Science and Mathematics Through the Application of Dual Coding Theory
Co-PI (). US Department of Education (Federal)
2002-09-01 — 2005-08-31
Investigating the Role of Professional Development and Teacher Support in Implementing Curriculum Materials
PI. American Association for the Advancement of Science (Private)
2001-10-01 — 2007-09-30
Technology Integration in Education
Co-PI (). Henderson ISD (Local)
2001-05-01 — 2002-09-30
Curtis D. Robert Endowed Chair. in Math Education. (1999)
Editor. School Science and Mathematics (2006 - 2011)
Member of Mathematics Thecnical Panel. National Assessmetn of Educational Progress. (2002)
Publications Committee. School Schince and Mathematics Association. (2002)