Doctorate in Mathematics Education

Program Code: PH6245

Doctoral students Reuben Asempapa, Derek Sturgill, and Ahmad Alhammouri.

The PhD in Mathematics Education develops scholars who study teaching, learning, and assessment in mathematics—kindergarten through college. The program prepares these scholars to act as stewards of the field of mathematics education, with all its complexity and diversity. Program participants conduct research in curriculum, instruction, learning, assessment, professional development, teacher beliefs, and student attitudes. Students in the PhD program not only learn how to conduct such research but also serve in apprenticeship roles in teacher preparation and professional development to prepare them for university faculty positions and other leadership roles in mathematics education. The program is built on a common foundation of learning theory, the social and cultural contexts of education, curriculum and instruction theory, the moral and ethical dimensions of leadership, and quantitative and qualitative research methods.

It is expected that all students completing a PhD in Mathematics Education will demonstrate knowledge and skills in this common core of competencies plus an area of specialization and write a dissertation. For each individual scholar, coursework serves as the basis for investigating a significant educational issue that will advance the field of Mathematics Education and prepare the student for future research. Every student in the PhD program in Mathematics Education constructs a program of study based on the scholar’s professional goals. Specializations are available based on the expertise of doctoral faculty. This program can be completed on a full- or part-time basis. As a full-time program, degree completion in 4–5 years is typical.

Application Process

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Contact

Greg Foley
Program Coordinator Patton Hall 321D
740.593.4430

Frans Doppen
Graduate Doctoral CoordinatorPatton Hall 309EE
740.593.0254

Program Overview

Learning Outcomes

Demonstrate a strong foundation in mathematics subject matter.
Use their understanding of how PK–16 students learn and engage with mathematics to develop, evaluate, and investigate rigorous and equitable mathematics education curriculum, teaching, assessment, and technology.
Describe and evaluate research methodologies appropriate to the study of mathematics education.
Use equitable and inclusive teaching and assessment practices that are responsive to diverse learners and incorporate appropriate use of technology.
Discuss, evaluate, and synthesize the body of literature central to mathematics education, professional preparation standards for mathematics teachers, and PK–16 mathematics learning standards.
Develop skills in teaching college mathematics, mathematics courses for PK–12 teachers, mathematics methods courses for PK–12 teachers, or facilitating professional development for PK–12 teachers.
Analyzing, evaluate, and synthesize research theories in mathematics education, apply research theories in PK–16 contexts, and support others in applying them in PK–16 contexts.
Conduct independent research in mathematics education that relies on quantitative, qualitative, or mixed research design and methodology suitable for professional publications and presentations.
Develop awareness of current trends and issues in education broadly, and mathematics education specifically, that leads to advocacy for learners and teachers.
Be prepared to accept a university faculty position or other leadership roles in the field of mathematics education.

Required Courses

Minimum Total Credits: 76 semester credit hours including the dissertationStudents completing the program full-time (12 hours per semester), typically complete the program in 4–5 years and are typically in residence at the Athens campus of Ohio University at least 2 years.

Foundations Core: minimum 7 semester hours

EDTE 7000 Professional Seminar in Teacher Education (3 credits)
A graduate-level course (5000 level or above) focused on critical studies chosen in consultation with a doctoral committee

Teaching & Learning Core:minimum 15 semester hours

EDTE 7150 Theories of Curriculum Change (3 credits)
EDTE 7160 Theories of Instructional Change (3 credits)
EDTE 7920 Curriculum and Instruction Practicum (6 credits)
EDTE 8000 Advanced Dynamics of Human Learning (3 credits)

Research Core:minimum 22 semester hours

EDRE 7200 Educational Statistics (4 credits)
EDRE 7210 Regression Analysis in Education (4 credits)
EDRE 7330 Research Design in Education (4 credits)
EDRE 7500 Introduction to Qualitative Methods in Education (4 credits)
EDTE 8040 Writing for Professional Publication in Education (3 credits)
One additional graduate-level research course is chosen in consultation with the student’s doctoral committee

Mathematics Education Specialization:minimum 24 semester hours

Mathematics: minimum 9 semester hours
- At least 9 semester hours of graduate-level mathematics courses are chosen in consultation with the doctoral committee to extend the depth and breadth of prior mathematical proficiency.
Mathematics Education: minimum 12 semester hours
- EDTE 7300 Curriculum in Mathematics Education (3 credits)
- EDTE 8900 Research in Teacher Education: Assessments in Educational Contexts (3 credits)
- EDTE 8940 Mathematics Education Through the Lens of Technology (3 credits)
- One additional graduate-level mathematics education course is chosen in consultation with the doctoral committee
Other: minimum 3 semester hours
- At least one additional graduate-level mathematics or mathematics education course is chosen in consultation with the doctoral committee

Dissertation:minimum 10 semester hours

It is expected that all candidates completing a doctoral degree in the Department of Teacher Education will propose, conduct, and prepare a comprehensive written report of an individually designed research study addressing a significant educational issue that will advance the field of mathematics education and will prepare the scholar for future research.