Mathematics Education Doctoral Programs
Doctoral programs in mathematics education focus on critical examination of issues of teaching and learning mathematics. The School of Education offers two doctoral degrees specializing in mathematics education – the Ph.D. and the Ed.D. Both programs entail becoming familiar with current research in mathematics education. Doctoral students in both programs are expected to identify and seek solutions to important research and/or practical problems.
Distinguishing between the Ph.D. and the Ed.D. Programs
The Ph.D. and Ed.D. programs differ primarily in terms of research expectations. The difference in expectations is reflected in the kinds of research preparation students receive and the kinds of problems that the thesis should address. The Ph.D. program is designed to prepare students to launch a research career that focuses on studying important problems of the field of mathematics education. Thus, Ph.D. students are expected to identify and address a problem that has some fundamental or generalizable significance. In contrast, the Ed.D. program is designed to prepare students to assume leadership roles in administration, curriculum, and teaching. Thus, Ed.D. students are expected to identify and address a problem that has some significance to a local situation. In addition, the Ph.D. program is a 4-5 year program designed for students to attend on a full-time basis, with support from an assistantship or fellowship. In contrast, the Ed.D. program is a 3-4 year program designed to be completed on a part-time basis with students maintaining their current employment.
| Comparison | Ph.D. Program | Ed.D. Program |
| Preparation | Training to conduct research to solve national problems | Training to use research to solve local problems |
| Thesis | Dissertation, addresses problem of generalizable significance |
Executive Position Paper, Addresses problem of local, practical importance |
| Time commitment | Full time, 4-5 years | Part-time, 3-4 years |
| Funding | Yes | No |
| Future Employment | Faculty member at a graduate university | Leader in a school, district, or department of education |
Admission Requirements
Both doctoral programs require a Bachelor's degree or equivalent in mathematics, and a Master's degree in mathematics, mathematics education, or a related field. Teaching experience is preferred. Applicants with special strengths and somewhat different profiles will be considered.
Ph.D. in Education with a Specialization in Mathematics Education
The Ph.D. program focuses on developing research expertise and preparing students for positions at graduate universities. Graduates also are prepared for positions at teaching colleges. A distinctive feature of the Ph.D. program in mathematics education is the integration of teaching and research experiences. Opportunities include teaching sections of mathematics content and methods courses for prospective K-8 teachers, participating in course instructor groups to study and revise components of these courses, and participating in the design and conduct of research studies around the courses. Ph.D. students in mathematics education are expected to actively participate in a variety of these research and teaching experiences that further the goals of the program.
Program Requirements
- Five core courses in education and research methodology (17 credit hours)
- Four courses in mathematics education research (12 credit hours)
- General education colloquium series (4 credit hours)
- Mathematics education colloquium series (3 credit hours)
- Supporting courses (9 credit hours)
- At least 6 graduate credit hours in mathematics (600 or 800 level courses at UD) must be earned before entering the program or during the program
- If the student enters the program with 6 or more graduate credits in mathematics, then all 9 hours of supporting coursework can be earned in courses other than mathematics, with approval by the student's advisor.
- Dissertation (9 credit hours)
In addition, all Ph.D. students in mathematics education must:
- Pass a specialization area exam in mathematics education, taken after completion of the four mathematics education courses
- Develop a portfolio demonstrating expertise in the common activities of the profession (e.g., presenting a paper at a professional conference)
Financial Support
Our Ph.D. candidates are full-time students and are supported by graduate assistantships or fellowships. All full-time Ph.D. students in good standing are guaranteed an assistantship that includes a tuition waiver and a stipend.
For additional details about the Ph.D. in Education and the Specialization in Mathematics Education, see http://www.udel.edu/educ/education/phd/mathed.html.
Ed.D. in Educational Leadership
Concentration: Curriculum, Technology, and Higher EducationSpecialization: Mathematics Education
The Ed.D. program focuses on preparing leaders for positions in K-16 school settings. It is designed for practitioners whose professional goal is to improve school curricula, instruction, and assessment through leadership, expertise, and scholarship. The majority of Ed.D. students complete the program on a part-time basis while maintaining their existing careers.
Program Requirements
- Seven core courses in education and research methodology (21 credit hours)
- Four courses in mathematics education research (12 credit hours)
- Three elective courses, with approval by the student's advisor (9 credit hours)
- Executive Position Paper (12 credit hours)
For additional details about the Ed.D. in Educational Leadership and the Specialization in Mathematics Education, see http://www.udel.edu/education/edd/cthe.
Doctoral Faculty
Advising Faculty
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Supporting Faculty
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About our Doctoral Students
The total number of mathematics education doctoral students typically ranges between 8-12, enabling a healthy culture of collegiality to develop among students and close working relationships to be established between students and faculty. Current doctoral students include:
Jathan Austin |
Taffy McAneny |
Eric Sisofo |
Brian Bowen |
Janice McCarthy |
Dina Tews |
Kathy Clausen |
Susanna Molitoris |
Corey Webel |
Nancy Dyson |
Lauren Patson |
Robert Wieman |
Crystal Lancour |
Annette Roskam |
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Valerie Maxwell |
Regina Scanlon |
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Research interests of current and past Ph.D. students include:
- Graphing calculator use in high school mathematics;
- Pre-service teachers' conceptions of equity in mathematics education;
- Proportional reasoning of middle-grades students;
- Pre-service teachers' dispositions toward mathematics;
- Gender differences in young children's arithmetic skills;
- Cross-cultural comparisons of 8th grade mathematics teachers;
- Effective professional development for secondary mathematics teachers.
Most graduates of the Ph.D. program search for faculty positions at universities and colleges. All students have been offered positions of the kind they pursued. Offers to recent graduates have been received from a wide variety of institutions, including:
- California State University, Chico
- Central Michigan University
- Clemson University
- College of New Jersey
- Delaware State University
- Iona College
- James Madison University
- Michigan State University
- Purdue University
- Texas A&M University
- Towson University
- University of Georgia
- University of Iowa
- University of Pittsburgh
- University of Southern Mississippi
- University of Texas
- Vanderbilt University
- Washington State University
- Western Michigan University
- West Chester University of Pennsylvania
The majority of Ed.D. students complete the program on a part-time basis while maintaining their existing careers. Graduates of the Ed.D. program seek a variety of positions in K-16 school settings.
- School administrator
- Teacher professional developer
- Curriculum supervisor
- School teacher/leader
- Community college instructor
- Consultant for State Department of Education
