Additional Information:
Deadlines
Applications for program are due September 1 for spring semester admission and February 1 for summer or fall semester admission.
Application Materials
All supporting materials should be submitted through the online application system.
Required materials for consideration into the Curriculum & Instruction PhD program in Mathematics Education include:
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Writing sample (an article, master’s thesis, or well done project/course paper)
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An application letter, which discusses yourself, your experience, and your potential research interests
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A resume or curriculum vita
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Three letters of reference
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Transcripts from all universities attended. Unofficial transcripts can be loaded to the online application system, but if admitted to the University, official transcripts will need to be sent prior to beginning the program
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Copy of GRE scores
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International students must submit scores for a language proficiency exam, such as TOEFL or IELTS. Until further notice, due to COVID-19 related postponements/cancellations of TOEFL/IELTS exams, we will be accepting Duolingo scores or 110 or higher as proof of English proficiency.
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Master’s degree in mathematics, mathematics education, or a related area is required
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A minimum of three years of teaching experience is required
Program Requirements
Overall, the doctoral program will require at least 81 semester hours completed within a coherent program of study developed and approved by the candidate’s Major Professor and Doctoral Committee (which may include transferring up to 30 approved graduate semester hours from work completed toward a master’s degree).
The overall structure includes:
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Course Type
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Hours Required
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College-wide core
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9 hours
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Mathematics
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9 hours
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Mathematics Education
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18 hours
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Electives
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21 hours
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Research & dissertation
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24 hours
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Total
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81 hours
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To satisfy Mathematics Education hours (18), the following EMAT courses (four required and two joint electives with Science Education) are offered:
Theory and Research for Mathematical Learning and Development
Theory and Practice for Mathematics Teaching and Teacher Education
Advanced Study of Mathematics Curriculum, Assessment and Evaluation
Analysis and Critique of Research in Mathematics Education
Quantitative Reasoning and Modeling in Mathematics and Science Education
Principles and Methods for Integrated Teaching and Learning of Mathematics and Science
These advanced Mathematics Education courses along with graduate study in Mathematics and Statistics, and Quantitative and Qualitative Research Methodologies, collectively build knowledge of theoretical and empirical perspectives to lead to a solid competence for engaging in both scholarly and practical work in the field at all levels. One program goal is to stimulate and guide each student to develop their dissertation research as a first step within a well-defined research program that can encompass the initial years of their post-doctoral scholarship.
Annual Review of Progress/Program Timeline
The following provides a framework to specify general expectations and be suggestive of the scope and sequence of the program, while realizing that all specific courses will be selected in consultation with the Major Professor and approved by the Doctoral Committee to satisfy the individual goals and needs of the student. An overall GPA of 3.0 must be maintained.
Year 1 (minimum 18 hours)
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Complete two mathematics education courses, receiving at least a B in each.
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Complete at least one college-wide core course (e.g., EDCI 5870 Introduction to Doctoral Studies)
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Complete at least one appropriate graduate mathematics course
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Complete two research methodology courses
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Completion of electives as recommended
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Identify and establish the choice of Major Professor; in consultation develop a program of study; establish the Doctoral Committee
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At year-end, submit preliminary proposal of research interests and ideas, and an annual self-evaluation; begin development of Reading List
Year 2 (minimum 18 hours)
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Complete two mathematics education courses, receiving at least a B in each.
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Complete at least one college-wide core course
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Complete at least one appropriate graduate mathematics course
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Complete two research methodology courses
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Completion of electives as recommended
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In Fall, conduct initial Doctoral Committee meeting; discuss and approve program of study; preliminary discussion of research interests
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Maintain and extend the Reading List; by mid-Spring, share it with the Doctoral Committee for review and feedback
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At year-end, submit an updated proposal of potential dissertation research, and an annual self-evaluation
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Submit a proposal to write and present a scholarly paper to a recognized mathematics education research conference (typically in collaboration with other graduate students and/or one or more faculty members)
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Conduct Doctoral Committee meeting to finalize Reading List and to frame and plan for completion of the written comprehensive exams before the end of Fall term
Year 3 (minimum 18 hours)
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Complete all additional courses on the approved Program of Study
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Enroll in at least 6 hours of dissertation research to conceptualize and develop the dissertation research proposal (which may include a pilot or preliminary study)
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Complete oral exams, and the defense and approval of the dissertation research proposal; obtain IRB approvals as needed
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Begin dissertation research project: complete detailed plans, collect data, engage analyses, begin writing as appropriate
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Submit a scholarly manuscript to a recognized mathematics education research journal (typically in collaboration with other graduate students and/or one or more faculty members)
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Submit an annual status report and self-evaluation
Year 4/Year 5 (as needed)
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Enroll in at least 6 hours of dissertation research each semester
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Continue toward completion of the dissertation research
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Finish writing, and defend the dissertation research; present your research at a Mathematics Education colloquium
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As feasible, begin developing one or more scholarly manuscripts based upon the dissertation
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Conduct search and interviews for seeking a post-doctoral position
In the culture of our program, we seek to function as faculty and students in a dynamic community of active scholars. As such, we acknowledge that many significant developmental experiences for doctoral students must and will take place outside formal course venues. Therefore, all students and faculty are expected to be vitally involved in ongoing research, development, and outreach projects and activities in which continuous interaction and collaboration occurs, within Mathematics Education and other disciplines.