Directory » GERALD KULM

GERALD KULM
(Emeritus)

Professor Emeritus

Research Interests

Achievement and Teacher Preparation

Analysis of Mathematics Standards and Curriculum Materials

International Comparisons of Mathematics Achievement and Teacher Preparation

Mathematics Assessment

BIOGRAPHY

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.

Education

Ed.D., Mathematics and Educational Psychology, Columbia University Teachers College (1971)

MAT, Mathematics, Cornell University (1967)

B.A., Mathematics, Washington State University (1963)

COURSES TAUGHT

EDCI622. Theor Learn Teach Math

2007C,2005C,2004C

EDCI685. Directed Studies

2008A,2007B

EDCI685. Problems

2004C

EDCI685. DIRECTED STUDIES

2012A

EDCI685.

2005A

EDCI689. Special Topics In Math Know Teachers

2009A

MASC351. PROBLEM SOLVING IN MATH

2013C,2013A,2012C

MASC351. Problem Solving In Math

2008A,2006A,2005C

MASC450. Integrated Mathematics

2005C

FORMER DOCTORAL STUDENTS

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)

SELECTED PUBLICATIONS

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.

RESEARCH PROJECTS

Preservice Teachers' - Knowledge of Algebra Teaching for Equity (P-KATE)

Preservice Teachers Knowledge for Teaching Algebra for Equity in the Middle Grades

Greater Texas Foundation Teacher Skill Development Master's Degree Program

Authentic Assessments of Preservice Teachers Knowledge

Building Relationships Between and Among Mathematics Stakeholders in and Across the State of Texas

A Seminar on Mathematics Education in the United States and China-Developing a Research Agenda on Curriculum, Teaching

Mathematics Knowledge for Teaching Middle Grades

Editorial Support Services for the Journal School Science and Mathematics

Content Knowledge for Teaching Middle Grades Mathematics

Information Technology in Science Center for Learning and Teaching Phase II

Post Doctoral Training in Quantitative Research Methods to Improve Mathematics Teaching and Learning

Making Mathematics Meaningful to Middle School Students Through Representational Bridging

Improving Mathematics Achievement Project (IMAP)

Teacher Support for TAKS and Instructional Practices (TEST-TIPS)

Reforming School Science Text Through Dual Coding Theory

SWT Mathworks Central Texas Math Initiative

Improvement of Text and Instruction in Science and Mathematics Through the Application of Dual Coding Theory

Investigating the Role of Professional Development and Teacher Support in Implementing Curriculum Materials

Technology Integration in Education

AWARDS

Curtis D. Robert Endowed Chair. in Math Education. (1999)

EDITORSHIPS

Editor. School Science and Mathematics (2006 - 2011)

LEADERSHIP POSITIONS

Member of Mathematics Thecnical Panel. National Assessmetn of Educational Progress. (2002)

Publications Committee. School Schince and Mathematics Association. (2002)