Ph.D. in Mathematics - Mathematics Education Emphasis
Program Overview
The Ph.D. in Mathematics with an emphasis in mathematics education combines study in advanced mathematics, mathematics education, and quantitative and qualitative research methods in education. This pathway is designed for candidates who plan a future of teaching, research, and service relevant to mathematics education in a variety of settings. The program focuses on the teaching and learning of mathematics including curriculum, instruction, assessment, and teacher preparation or professional development in the K-12 education system. Graduates typically go on to faculty positions in mathematics departments that support K-12 teacher preparation and research in mathematics education. Applicants are expected to possess K-12 teaching experience or to gain such experience through internships.
Admission (preferred qualifications)
- An earned master’s degree in mathematics, statistics, or mathematics education, including graduate-level mathematics coursework in topics such as algebra and analysis. Applicants with a strong undergraduate degree in mathematics teaching may start in the M.S. in Mathematics program and earn an M.S. before continuing on to the Ph.D., usually after 2 years.
- One of the following:
- Teacher licensure in secondary mathematics
- Two years K-16 teaching experience
Required Equivalencies (upon completion of coursework)
Provisional Licensure: All graduates of this program are expected to acquire a minimum level of competency in secondary mathematics instruction, comparable to satisfying the requirements for Montana's provisional license to teach mathematics. This includes a Bachelor of Science degree in mathematics and at least six credit hours of education coursework. Ph.D. candidates who fall short of the six-credit requirement will select courses from the following:
- Complete a secondary mathematics methods course Methods: 9-12 Mathematics (EDM 405) or Methods: 5-8 Mathematics (EDM 404)
- Complete either Access and Equity in Mathematics Teaching (M 520), Mathematics Learning Theory for Teaching (M 521), or another approved course.
K-12 Classroom Experience: Students who lack sufficient exposure to instruction at the elementary or secondary level in U.S. contexts will be required to complete school-based internships prior to beginning dissertation research. Each internship calls for 135 hours of field experience as well as participation in a spring seminar that may address reviews of research, lesson study, analysis of student work, and reflection on classroom experiences.
- Elementary internship: teach, tutor, and observe students in a K-8 classroom
- Secondary internship: teach one or more courses at the high school level
Required Course Work (60 credits)
| Mathematics - required (minimum 15 credits at MSU) | ||
| M 503 | Advanced Linear Algebra | |
| M 505 | Principles of Mathematical Analysis | |
| One two-course doctoral sequence from the list below (6 credits) | ||
| Additional mathematics courses to be selected (3+ credits) | ||
| Mathematics Education - required (minimum 9 credits) | ||
| M 528 | Curriculum Design | |
| M 529 | Assessment Models and Issues | |
| M 534 | Research in Mathematics Education | |
| Research Methods and Statistics - required (minimum 12 credits) | ||
| STAT 511 | Methods of Data Analysis I | |
| STAT 512 | Methods of Data Analysis II | |
| EDCI 506 | Applied Educational Research | |
| EDU 610 | Qualitative Educational Research | |
| Seminars and Internships - see explanation above (0 to 6 credits) | ||
| M 576 | Internship | 2-12 |
| M 594 | Seminar | 1 |
| Supporting Coursework - to be approved by committee (3+ credits) | ||
| May include specialized research courses or additional mathematics education coursework | ||
| Dissertation - required (21 credits) | ||
| M 689 | Doctoral Reading & Research | |
| M 690 | Doctoral Thesis | |
| Doctoral Mathematics - choose one two-course sequence from the following: | ||
| Partial Differential Equations I | ||
| Partial Differential Equations II | ||
| Measure Theory | ||
| Complex Analysis | ||
| Methods of Applied Mathematics I | ||
| Methods of Applied Mathematics II | ||
| Numerical Solution of Partial Differential Equations I | ||
| Numerical Solution of Partial Differential Equations II | ||
| Functional Analysis I | ||
| Functional Analysis II | ||
| Probability Theory | ||
| Topics in Applied Math I | ||
| Topics in Applied Math II | ||
| Dynamical Systems I | ||
| Dynamical Systems II | ||
Comprehensive Examinations
Graduates of the program earn the equivalent of a master’s degree in mathematics and must successfully complete three components of a written comprehensive exam: one component in mathematics, one component addressing knowledge related to research on K-12 mathematics teaching and learning, and one component addressing knowledge of research design and analysis for studies in mathematics education.
- One component of the written comprehensive exam is in Mathematics. This exam will be determined by the graduate committee and administered according to the guidelines for mathematics.
- One component of the written comprehensive exam is in Foundations of Mathematics Education. This exam will be determined by the mathematics education faculty based on the graduate coursework in mathematics education on the student’s program of study.
- One component of the written comprehensive exam is in Research Methods in Mathematics Education. This exam is collaboratively developed by mathematics education faculty and appropriate research methods faculty.
Students also complete an oral comprehensive examination, which consists of a written proposal of dissertation research and the oral defense of that proposal.
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The proposal of dissertation research is a professional document, written by the student that is intended to inform the first three chapters (Introduction, Literature Review, and Research Design) of a student’s dissertation. It is submitted to the student’s Graduate Committee a minimum of two weeks prior to the oral presentation.
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The oral defense is a 1-hour presentation followed by a 1-hour oral examination. The presentation includes an audience of all members of the student’s Graduate Committee and the general public. The oral examination is closed to the general public. Students should expect to make adjustments to their dissertation research based on input and requirements from the committee.
Before attempting the Oral Comprehensive exam, a Ph.D. student must pass the Ph.D. Written Comprehensive exam. Refer to Graduate School policy regarding comprehensive exams.
Dissertation Research Component
The dissertation is a study in mathematics education. Scholarship in mathematics education examines teaching and learning, with roots in the disciplines of mathematics and educational theory and practice. It is grounded in mathematics content through the study of curriculum and mathematical practice and is generally carried out through social science research methods, including both qualitative and quantitative analysis. Doctoral students conduct research in areas relevant to current faculty research expertise.