Ph.D. in Education
Mathematics Education Specialization
Doctoral students in the Mathematics Education specialization work closely and collaboratively with faculty, engaging in research designed to enrich mathematics teaching and improve mathematics learning for all students. A distinctive feature of the specialization area in mathematics education is the integration of teaching and research experiences.
Students in this specialization
- Examine critical issues of mathematics teaching and learning across K-12 and undergraduate levels.
- Teach undergraduate mathematics content and methods courses for prospective K-8 teachers.
- Participate in course instructor groups to study and revise components of these courses.
- Conduct research in your area of interest with the support of internationally-recognized faculty.
- Engage in multiple opportunities to present research in progress and receive feedback from faculty and peers.
In addition to the admission requirement of all applicants to Ph.D. programs in the School of Education, applicants to the program in Mathematics Education are expected to hold a Bachelor’s degree in mathematics or equivalent and/or a Master’s degree in mathematics, mathematics education, or a related field. School teaching experience is preferred. Applicants with special strengths and somewhat different profiles, such as educators who have an interest in further exploring the teaching and learning of mathematics, will also be considered.
In addition to the Doctoral Core Courses, the following specialization courses are required of all Ph.D. students in mathematics education.
- EDUC 833: Research and Theory of Mathematics Learning
- EDUC 834: Research and Theory of Mathematics Teaching
- EDUC 835: Research and Theory of Mathematics Curriculum
- EDUC 836: Research and Theory of Mathematics Teacher Education and School Improvement
Note: the fourth course fits into the curriculum as a course needed for the specialization.
Sample Course Schedules
Sample Mathematics Education course schedules for students who enter the Ph.D. program in the following semesters are available through the links below.
All PhD students in the mathematics education specialization must complete the following additional requirements.
- Enroll in the seminar course EDUC 838: Research Issues in Mathematics Education (1 credit) in the first 3 semesters for credit and in the remaining semesters as a listener.
- Complete a Qualifying Study that will be submitted as part of your Qualifying Examination.
- Pass the Qualifying Examination in mathematics education, taken after completion of the four mathematics education courses (usually taken during the summer of Year Two).
- Develop a portfolio demonstrating expertise in the common activities of the profession (e.g., presenting a paper at a professional conference).
Alterations in the program require approval of the full faculty in mathematics education.
Our graduates accept academic positions in research universities, departments of education, and school districts, as well as industry positions in educational organizations.
For example, recent PhD in Education graduates with a mathematics education specialization have accepted positions at Washington State University, Western Michigan University, Iona College, University of Southern Mississippi, University of California Chico, Delaware State University, University of Delaware, The College of New Jersey, Towson University, Central Michigan University, West Chester State University, University of Missouri, Rowan University, Salisbury University, Kennesaw State University, University of Northern Iowa, University of Pittsburgh, California State University in Fullerton, Stockton University, Montclair State University, Shippensburg University of Pennsylvania, Purdue University Fort Wayne, Virginia Tech University, Illinois State University and Manhattanville College.
Our faculty hold grants from the National Science Foundation, the Institute of Education Sciences and private foundations. They have been recognized for their work by the American Educational Research Association, American Association of Colleges of Teacher Education and National Council of Teachers of Mathematics.
Amanda Mohammad Mirzaei
“I have experienced a rigorous program in pursuing my Ph.D. in Education at UD, and it certainly hasn’t been a walk in the park. However, the support from the faculty and other graduate students has guaranteed that even at its most difficult, juggling the demands of this degree while pursuing a personal life isn’t impossible. I am happy that I chose the University of Delaware for my Ph.D. program and I would choose it again without hesitation.”