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GERALD KULM
Department: Teaching, Learning, and Culture
Office#: 412 Harrington Office Building
Mail Stop: 4232
Office Phone: (979) 862-4407
E-mail:
Title: Professor
Other Title: Curtis D. Robert Endowed Chair
Primary Emphasis Area: Mathematics Education
Vita: View Document
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 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.
Area(s) of Emphasis
Math
Science
Research Interests
Achievement and Teacher Preparation
Analysis of Mathematics Standards and Curriculum Materials
International Comparisons of Mathematics Achievement and Teacher Preparation
Mathematics Assessment
Editorial Positions

Editor (2006 - 2011). School Science and Mathematics

Publications*

1. Li, Y. & Kulm, Gerald (eds.) (in press). Curriculum research to improve mathematics teaching and learning. ZDM – The International Journal on Mathematics Education

2. Li, Y., Chen, X., & Kulm, G. (in press). Mathematics teachers’ practices and thinking in lesson plan development: a case of teaching fraction division. ZDM-The International Journal on Mathematics Education. doi: 10.1007/s11858-009-0174-8

3. Li., Y., Kulm, G., Huang, R., & Ding, M. (in press). On the quality of mathematics lesson: Do elementary mathematics teachers have similar views as students and their school? In J. Cai, G. Kaiser, R. Perry, & N. Wong (Eds.), Effective mathematics teaching from teachers’ perspectives: National and international studies. Rotterdam, The Netherlands: Sense. *

4. 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

5. 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 teachers’ perspectives: National and cross-national studies. (pp. 217-234). Rotterdam, The Netherlands: Sense Publishers.

6. 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.

7. Ding, M., Li, Y., Li, X., & Kulm, G. (2008). Chinese teachers’ perceptions of students’ classroom misbehavior. Educational Psychology, 28, 305-324. *

8. 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

9. 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. *

10. 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. *

Show All

* Publication was joint-authored with students
Diss Publication was from a dissertation
ROS Publication was from a record of study

College of Education and Human Development Grants and Contracts (Current)

Editorial Support Services for the Journal School Science and Mathematics.
School Science and Mathematics Association (Private)
2006/06/01 - 2011/08/31
Total Funding: 215,532.
Professional Leadership/Service (International/National)

(2002-2005). Publications Committee.  School Schince and Mathematics Association

(2002-2005). Member of Mathematics Thecnical Panel.  National Assessmetn of Educational Progress
Awards

(1999). Curtis D. Robert Endowed Chair.  in Math Education
Courses Taught
Former Doctoral Students
Shuhua An (Fall, 2000), Ph.D.
Diem Nguyen (Summer, 2002), Ph.D.
Zhonghe Wu (Summer, 2004), Ph.D.
Hossein Shirvani-Arani (Summer, 2004), Ph.D.
Adam Harbaugh (Summer, 2005), Ph.D.
Tamara Carter (Summer, 2005), Ph.D.
TauGamba Kadhi (Summer, 2005), Ph.D.
Armando Perez (Summer, 2005), Ph.D.
Ye Sun (Summer, 2005), Ph.D.
Zhixia You (Summer, 2006), Ph.D.
Margaret Mohr (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.
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