Navigating the Doctorate in Mathematics Education: Requirements and Pathways
The pursuit of a doctorate in mathematics education is a challenging yet rewarding journey, designed to equip individuals with the skills and knowledge necessary to become leaders, researchers, and change agents in the field of mathematics education. These programs aim to empower mathematics teachers and learners, foster innovation in teaching and learning, and contribute to the knowledge base through original research. This article explores the multifaceted requirements and pathways involved in obtaining a doctorate in mathematics education.
Program Overview and Goals
A Ph.D. program in mathematics education prepares students to be researchers, leaders, and change makers in educational systems. The program is inspired by a vision of empowering mathematics teachers and learners in schools and building long-term partnerships with practitioners to realize this vision. Doctoral graduates will have completed a strong mathematics core in addition to the mathematics education core, thus opening a wide variety of employment opportunities.
The educational objectives of a mathematics education doctoral program typically include:
- Developing a well-balanced foundation in mathematics content, including an in-depth understanding of basic principles.
- Understanding the mathematics needed for our rapidly changing technological society.
- Linking mathematics content to pedagogy for effective teaching that addresses educational needs through the entire P-20 continuum.
- Understanding how to design the best and most effective curriculum and ways to deliver this curriculum.
- Contributing to the knowledge in mathematics education through original research.
- Producing Ph.D. graduates who can become the leaders in the state and the nation's educational community concerning the teaching of mathematics appropriate for the demands of the 21st century.
- Producing high-quality teachers of mathematics at all levels.
Admission Requirements
Gaining admission to a doctoral program in mathematics education typically requires a strong academic background and a demonstrated commitment to the field. Common application requirements include:
- Baccalaureate Degree: A baccalaureate degree or higher (or the equivalent thereof) in mathematics, mathematics education, or a related field from a regionally accredited university is generally required. In most cases, three-year degrees are not considered.
- Transcripts: Official transcripts from each institution where course credit was granted are necessary.
- GPA: A 3.0 overall GPA or a 3.0 GPA in the last 60 hours of undergraduate course work (plus any completed graduate courses) is often expected.
- GRE: The GRE may or may not be required.
- Resume/CV: A resume or curriculum vitae outlining academic and professional experiences.
- Statement of Purpose: A statement of purpose (typically around 500 words) describing the student's background and professional goals, including the rationale for pursuing a doctoral degree in mathematics education and their teaching philosophy.
- Letters of Recommendation: Three letters of recommendation addressing the student's professional and academic background, as well as research and teaching potential.
- Teaching Experience: Each student in the mathematics education program is expected to have two years of teaching experience. If a student has taught full-time in the public school system for two or more years, they will be considered to have met this requirement. If the student has not met this requirement upon admission, they will be required to gain practical teaching experience before graduation.
Coursework and Curriculum
The curriculum for a doctoral program in mathematics education is designed to provide students with a deep understanding of both mathematics and education, as well as the skills necessary to conduct original research. Coursework typically includes:
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Core Courses: Core courses provide a foundation in mathematics education research, history of mathematics, curriculum design, and quantitative and qualitative research methods. For example, at Texas State, core courses include:
- MATH 7352: Introduction to Qualitative Research in Mathematics Education
- MATH 7302: History of Mathematics
- MATH 7303: Analysis I
- MATH 7306: Current Research in Math Education
- MATH 7307: Algebra I
- MATH 7324: Curriculum Design & Analysis
- MATH 7325: Instructional Techniques & Assessments
- MATH 7346: Quantitative Research Analysis in Mathematics Education
Electives: Electives allow students to specialize in areas of interest, such as mathematics, applied mathematics, statistics, cognitive science, psychology, educational technology, or philosophy. Examples of elective courses at Texas State include:
- MATH 7188: Seminar in Mathematics Education
- MATH 7309: Topology I
- MATH 7313: Analysis II
- MATH 7317: Algebra II
- MATH 7319: Topology II: Algebraic Topology
- MATH 7321: Graph Theory
- MATH 7323: Theories of Knowing and Learning in Mathematics Education
- MATH 7331: Combinatorics
- MATH 7335: Teaching K-12 Students (Elementary, Middle School, and High School)
- MATH 7366C: Teaching Teachers (In-Service; Pre-Service)
- MATH 7366D: Teaching Specialized Content
Additional Requirements for Students Entering with a Master’s Degree in Mathematics or Science Education: Students who are admitted into the doctoral program with a master’s degree in mathematics or science education will increase the breadth and depth of their disciplinary knowledge by fulfilling the requirements specified: 1) Students complete three graduate-level courses in mathematics or science, as appropriate, chosen in consultation with their advisor 2) Students complete at least one of these courses at SDSU and one of these courses at UCSD. The requirements must be completed prior to the second year examination; however, students are strongly encouraged to complete the courses in Year 1. A grade of B or better must be earned in each course.
Mathematics and Science Graduate Level Courses: Graduate level courses in biology, chemistry, mathematics, or physics.
Teaching Experience: An option for students who have not yet had teaching experiences at both the K-12 and collegiate levels is to take a second teaching practicum.
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Other Courses: Other types of courses (at the graduate or upper division undergraduate level) can be approved by the advisers if they contribute to a coherent program.
Examinations and Evaluations
Doctoral programs in mathematics education typically include several evaluations to assess student progress and readiness for independent research:
- First-Year Evaluation: The student’s ability to master graduate level course material may be assessed after completion of no more than 24 semester units of coursework. This evaluation may take place not later than the third semester of the student’s enrollment in the program. The evaluation will be based on the student’s performance in coursework and on indicated research competence, and it will be undertaken by the student’s advisory committee together with instructors from the student’s first year courses.
- Qualifying Examinations: Typically, after completion of the core courses or by the end of the second year in residence, each student will be required to take written qualifying examinations. To be eligible to take the qualifying examinations, the student normally will have a minimum grade point average of 3.5 on all the core courses including the transferred equivalent courses that the student has completed. A student will choose two of the following topics to be on his or her qualifying examinations: algebra, analysis, topology, statistics, and discrete mathematics. Mathematics education will be the third topic.
- Comprehensive Examinations: At the end of the second year, the student will take a written comprehensive examination in general cognition and an oral examination on issues of learning pertinent to the student’s area of specialization.
- Oral Examination (Dissertation Proposal Defense): During the third year in the program, the student will make an oral presentation to the dissertation committee to accompany a written proposal for the doctoral thesis. The student will be questioned on both the topic of the investigation and on the proposed research methodology. Upon successful completion of this presentation, the student will be recommended for advancement to candidacy for the doctoral degree.
- Dissertation Defense: After completion of the dissertation, the candidate will present a public defense of the doctoral dissertation. A copy of the dissertation must be made available to the doctoral faculty at both institutions four weeks prior to the defense. Copies of the abstract of the dissertation, along with the announcement of the defense, must be publicly available four weeks before the defense. The student’s dissertation committee will make a recommendation to the graduate deans to pass or fail the student.
Dissertation
The dissertation is the culminating research project for the Ph.D. degree. It requires students to conduct original research in an area of mathematics education and to present their findings in a scholarly manner. The dissertation process typically involves:
- Dissertation Committee: A dissertation committee must be formed to oversee the research and writing of the dissertation. The dissertation committee will include a dissertation advisor and a minimum of three additional members (one of whom must be an external member). The members must be chosen from qualified Ph.D. faculty.
- Dissertation Proposal: In order to be advanced to candidacy, a student must select a doctoral dissertation advisor and committee, submit a dissertation proposal, and successfully defend the proposal in an oral examination with the dissertation committee. The examination will address the problem definition and scope, the relevant literature, and the research method of the proposed dissertation topic.
- Dissertation Research and Writing: All doctoral students are required to complete a dissertation. The dissertation must be an original contribution to scholarship and the result of independent investigation in a significant area. Preparation of the dissertation must follow the latest edition of Kate L. Turabian's A Manual for Writers.
Residency and Language Requirements
Some programs may have specific residency or language requirements:
- Residency Requirements: After formal admission to the doctoral program, the student must complete a residency at the university.
- Language Requirement: Candidates for the Ph.D. degree may be required to demonstrate competency in two languages chosen from among French, German, and Russian. Students who require other languages for the preparation of their dissertation may petition the program to request one substitution. Students in mathematics may not use computer languages or statistics to satisfy the language requirement.
Financial Assistance
Financial assistance is often available to doctoral students in mathematics education:
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- Assistantships: Almost all doctoral students are expected to receive full financial assistance from the department working as instructional assistants or research assistants. You must be accepted as a Ph.D. student in order to apply.
- Scholarships: The Graduate College offers a wide variety of graduate assistantships and scholarships. Please note that the deadlines for these and other scholarships may be different from those for instructional assistantships in mathematics.
- Western Regional Graduate Program (WRGP): The Western Regional Graduate Program (WRGP) provides a reduced tuition rate to non-resident graduate students who qualify.
Career Opportunities
A Ph.D. in mathematics education opens doors to a variety of career paths:
- Mathematics or mathematics education faculty in colleges and universities.
- Decision-makers in state or local education agencies.
- Researchers in think tanks, corporations, or not-for-profit organizations.
- High-ranking staff in foundations or international organizations.
- Decision-makers within a national ministry of education.
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