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The Doctor of Philosophy in Mathematics Education (effective Fall 2006) is designed for those who show promise of becoming leaders in local, state, national and international mathematics education communities. The program prepares researchers and leaders to address critical issues in mathematics education by developing analytical perspectives for research, engaging in reflective teaching, and deepening mathematical knowledge.
Students who may be interested in the program include the following:
- Graduates of undergraduate mathematics or mathematics education programs with interests in research and academic careers;
- K-12 teachers intending to return to the classroom or to leadership in schools and districts who desire strong, research-oriented knowledge and experience in mathematics education; and
- Graduates of undergraduate mathematics or mathematics education programs with interests in careers in curriculum development, policy, assessment, etc., not necessarily with a focus on research.
Students in the Ph.D. program in Mathematics Education will have opportunities to acquire an understanding of and experience in various aspects of the mathematics education field, including:
- investigation of mathematical learning and teaching;
- the development of instructional materials;
- participation in policy formation;
- development and use of assessment; and
- the integration of technology into mathematics learning and teaching.
Students will address issues of research ethics in the Mathematics Education Proseminar, SME 926 and 927.
A career at any level in mathematics education requires substantive knowledge of the core discipline of mathematics. Therefore, the degree is designed so that each student can pursue the equivalent of a master’s degree or more in mathematics suitable to his or her area of focus. With his or her guidance committee, each student will plan a set of courses in mathematics that, together with the student’s prior coursework and teaching experiences, is appropriate for the student’s career plans.
Click here for information on how to apply.
In addition to meeting the requirements of the University, students must meet the requirements specified below.
1. Both of the following courses (6 total credits):
SME 926 Proseminar in Mathematics Education I (3 credits)
SME 927 Proseminar in Mathematics Education II (3 credits)
2. Two of the following courses: (6 total credits)
CEP 913 Psychology and Pedagogy of Mathematics (3 credits)
SME 903 Topics in Mathematics Education Research (3 credits)
SME 997 Special Topics in Mathematics Education (3 credits)
TE 950 Mathematics Ways of Knowing (3 credits)
3. One of the following courses (3 total credits):
SME 840 Critical Content of School Mathematics: Number & Operations (3 credits)
SME 841 Critical Content of School Mathematics: Algebra (3 credits)
SME 842 Critical Content of School Mathematics: Geometry (3 credits)
4. One of the following courses (2 or 3 total credits):
SME 879 Teaching College Mathematics (2 credits)
TE 994 Laboratory and Field Experience in Curriculum, Teaching and Educational Policy (3 credits)
5. The following course (3 total credits):
SME 954 Design and Methods in Mathematics Education Research (3 credits)
6. Two of the following courses (6 or 7 total credits):
CEP 931 Qualitative Methods in Educational Research (4 credits)
CEP 932 Quantitative Methods in Educational Research I (3 credits)
CEP 933 Quantitative Methods in Educational Research II (3 credits)
EAD 955B Field Research Methods in Educational Administration (3 credits)
STT 801 Design of Experiments (3 credits)
STT 825 Sample Surveys (3 credits)
STT 842 Categorical Data Analysis (3 credits)
STT 843 Multivariate Analysis (3 credits)
7. One 3-credit course in general education foundations, policy, teacher education, or learning and development, selected from a list of approved courses available from the student’s guidance committee.
8. Twelve credits in the Department of Mathematics appropriate to the student’s program of study and career goals, at the 400-level or above, excluding Mathematics 424, 443, 801, 802A, and 802B.
9. Nine credits in a cognate selected in consultation with the guidance committee. The cognate must be at least three courses appropriate to the student’s program of study.
10. Successful completion of comprehensive written examinations administered by program faculty.
11. Twenty-four credits of Science and Mathematics Education 999 Doctoral Dissertation Research.
12. Successful oral defense of the dissertation.
Effective Fall 2006.
The program admits students with a variety of backgrounds. Some students will have equally strong backgrounds in education and mathematics. Others may have more extensive prior preparation in one of these two disciplines. Admissions decisions will be made by an Admissions Committee composed of members of the Mathematics Education Faculty Group.
Candidates should have:
the equivalent of an undergraduate major in mathematics, OR
satisfactory completion of coursework in mathematics appropriate to the applicant’s program of study and approved by the Admissions Committee, with the expectation of completing additional mathematics study if necessary.
In the latter case, the guidance committee will help the candidate to design a program that includes appropriate coursework in mathematics. Applicants with deficiencies in academic preparation may be admitted provisionally. These collateral courses will not count toward the degree. In addition, K-12 teaching experience is strongly encouraged, but not required.
The Graduate Record Examination (GRE) General Test is required of all applicants.
A student who shows promise for success at doctoral study but who needs additional background to be eligible for admission to the Ph.D. program will be provided with specific conditions to be met before admission. Upon successful completion of these requirements, the student may re-apply.
Click here for information on how to apply.
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