Guide to Graduate Studies
The PhD Program The Ph.D. program of the Harvard Department of Mathematics is designed to help motivated students develop their understanding and enjoyment of mathematics. Enjoyment and understanding of the subject, as well as enthusiasm in teaching it, are greater when one is actively thinking about mathematics in one’s own way. For this reason, a Ph.D. dissertation involving some original research is a fundamental part of the program. The stages in this program may be described as follows:
- Acquiring a broad basic knowledge of mathematics on which to build a future mathematical culture and more detailed knowledge of a field of specialization.
- Choosing a field of specialization within mathematics and obtaining enough knowledge of this specialized field to arrive at the point of current thinking.
- Making a first original contribution to mathematics within this chosen special area.
Students are expected to take the initiative in pacing themselves through the Ph.D. program. In theory, a future research mathematician should be able to go through all three stages with the help of only a good library. In practice, many of the more subtle aspects of mathematics, such as a sense of taste or relative importance and feeling for a particular subject, are primarily communicated by personal contact. In addition, it is not at all trivial to find one’s way through the ever-burgeoning literature of mathematics, and one can go through the stages outlined above with much less lost motion if one has some access to a group of older and more experienced mathematicians who can guide one’s reading, supplement it with seminars and courses, and evaluate one’s first attempts at research. The presence of other graduate students of comparable ability and level of enthusiasm is also very helpful.
University Requirements
The University requires a minimum of two years of academic residence (16 half-courses) for the Ph.D. degree. On the other hand, five years in residence is the maximum usually allowed by the department. Most students complete the Ph.D. in four or five years. Please review the program requirements timeline .
There is no prescribed set of course requirements, but students are required to register and enroll in four courses each term to maintain full-time status with the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences.
Qualifying Exam
The department gives the qualifying examination at the beginning of the fall and spring terms. The qualifying examination covers algebra, algebraic geometry, algebraic topology, complex analysis, differential geometry, and real analysis. Students are required to take the exam at the beginning of the first term. More details about the qualifying exams can be found here .
Students are expected to pass the qualifying exam before the end of their second year. After passing the qualifying exam students are expected to find a Ph.D. dissertation advisor.
Minor Thesis
The minor thesis is complementary to the qualifying exam. In the course of mathematical research, students will inevitably encounter areas in which they have gaps in knowledge. The minor thesis is an exercise in confronting those gaps to learn what is necessary to understand a specific area of math. Students choose a topic outside their area of expertise and, working independently, learns it well and produces a written exposition of the subject.
The topic is selected in consultation with a faculty member, other than the student’s Ph.D. dissertation advisor, chosen by the student. The topic should not be in the area of the student’s Ph.D. dissertation. For example, students working in number theory might do a minor thesis in analysis or geometry. At the end of three weeks time (four if teaching), students submit to the faculty member a written account of the subject and are prepared to answer questions on the topic.
The minor thesis must be completed before the start of the third year in residence.
Language Exam
Mathematics is an international subject in which the principal languages are English, French, German, and Russian. Almost all important work is published in one of these four languages. Accordingly, students are required to demonstrate the ability to read mathematics in French, German, or Russian by passing a two-hour, written language examination. Students are asked to translate one page of mathematics into English with the help of a dictionary. Students may request to substitute the Italian language exam if it is relevant to their area of mathematics. The language requirement should be fulfilled by the end of the second year. For more information on the graduate program requirements, a timeline can be viewed at here .
Non-native English speakers who have received a Bachelor’s degree in mathematics from an institution where classes are taught in a language other than English may request to waive the language requirement.
Upon completion of the language exam and eight upper-level math courses, students can apply for a continuing Master’s Degree.
Teaching Requirement
Most research mathematicians are also university teachers. In preparation for this role, all students are required to participate in the department’s teaching apprenticeship program and to complete two semesters of classroom teaching experience, usually as a teaching fellow. During the teaching apprenticeship, students are paired with a member of the department’s teaching staff. Students attend some of the advisor’s classes and then prepare (with help) and present their own class, which will be videotaped. Apprentices will receive feedback both from the advisor and from members of the class.
Teaching fellows are responsible for teaching calculus to a class of about 25 undergraduates. They meet with their class three hours a week. They have a course assistant (an advanced undergraduate) to grade homework and to take a weekly problem session. Usually, there are several classes following the same syllabus and with common exams. A course head (a member of the department teaching staff) coordinates the various classes following the same syllabus and is available to advise teaching fellows. Other teaching options are available: graduate course assistantships for advanced math courses and tutorials for advanced undergraduate math concentrators.
Final Stages
How students proceed through the second and third stages of the program varies considerably among individuals. While preparing for the qualifying examination or immediately after, students should begin taking more advanced courses to help with choosing a field of specialization. Unless prepared to work independently, students should choose a field that falls within the interests of a member of the faculty who is willing to serve as dissertation advisor. Members of the faculty vary in the way that they go about dissertation supervision; some faculty members expect more initiative and independence than others and some variation in how busy they are with current advisees. Students should consider their own advising needs as well as the faculty member’s field when choosing an advisor. Students must take the initiative to ask a professor if she or he will act as a dissertation advisor. Students having difficulty deciding under whom to work, may want to spend a term reading under the direction of two or more faculty members simultaneously. The sooner students choose an advisor, the sooner they can begin research. Students should have a provisional advisor by the second year.
It is important to keep in mind that there is no technique for teaching students to have ideas. All that faculty can do is to provide an ambiance in which one’s nascent abilities and insights can blossom. Ph.D. dissertations vary enormously in quality, from hard exercises to highly original advances. Many good research mathematicians begin very slowly, and their dissertations and first few papers could be of minor interest. The ideal attitude is: (1) a love of the subject for its own sake, accompanied by inquisitiveness about things which aren’t known; and (2) a somewhat fatalistic attitude concerning “creative ability” and recognition that hard work is, in the end, much more important.
Doctor of Philosophy (PhD) in Mathematics Education
Graduate Programs
The Ph.D. program emphasizes research and requires a written dissertation for completion. The program is individualized to meet the needs of graduate students. The student must develop, with the guidance from the major professor and committee, a program that is applicable to their background and interest. The average Ph.D. program requires 4-6 years beyond a master’s degree. The program is comprised of coursework in four major areas.
- Mathematics Education
- Mathematics or a related area
- Cognate Area
- Research Core
This residential program has rolling admission Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “Admissions” section below.
- July 1 is the deadline for Fall applications.
- November 15 is the deadline for Spring applications.
- March 15 is the deadline for Summer applications.
This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.
APPLICATION PROCEDURE
Application Instructions for the Mathematics Education PhD program from the Office of Graduate Studies:
In addition to a submitted application (and any applicable application fees paid), all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.
Here are the materials required for this application:
- Transcripts (from all universities attended, including an earned bachelor’s degree from a college or university of recognized standing)
- Minimum undergraduate GPA of 3.0 on a 4.0 scale
- 3 Recommendations
- Academic Statement of Purpose
- Personal History Statement
- Writing Sample
- International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School
We encourage prospective students to submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.
When submitting your application for this program, please select the following options:
- Select a Campus: Purdue West Lafayette (PWL)
- Select your proposed graduate major: Curriculum and Instruction
- Please select an Area of Interest: Mathematics Education
- Please select a Degree Objective: Doctor of Philosophy (PhD)
- Primary Course Delivery: Residential
Program Requirements
I. mathematics education courses (15 – 18 hours).
In mathematics education, students engage in courses that cover topics in the cognitive and cultural theories of learning and teaching mathematics, and the role of curriculum in mathematics education. A three (3) course sequence is required that consists of:
- EDCI 63500 – Goals and Content in Mathematics Education
- EDCI 63600 – The Learning of Mathematics: Insights and Issues
- EDCI 63700 – The Teaching of Mathematics: Insights and Issues
In addition, students are encouraged to take (6 – 9) hours of EDCI 620: Developing as a Mathematics Education Researcher
II. Related Course Work (minimum 6 hours)
All students should have appropriate course work in mathematics, statistics, educational technology, or a related field. Students without a master’s level background in mathematics may be required to take more courses in mathematics. This will be determined by the student’s major professor and advisory committee.
III. Cognate (9 hours)
Students will take three graduate courses in a self-selected cognate area. Cognate area selection should be discussed with the student’s major professor and advisory committee. Possible cognate areas include: mathematics, psychology, philosophy, sociology, technology.
IV. Research Core Courses (15 hours)
All doctoral students in the Department of Curriculum and Instruction must complete five (5) courses from areas in research methodology and analysis before beginning their dissertation:
- EDPS 53300 – Introduction to Research in Education
- EDCI 61500 – Qualitative Research Methods in Education
- MA 51200 – Introductory Statistics
- Advance electives in either quantitative or qualitative methods
- Ackerman Center
- Serious Games
- CnI Online Fac
- Curriculum Studies
- Education for Work and Community
- Elementary Education
- English Education
- English Language Learning
- Learning Design and Technology
- Literacy and Language Education
- Science Education
- Social Studies Education
- Applied Behavior Analysis
- Counseling and Development
- Educational Leadership and Policy Studies
- Educational Psychology and Research Methodology
- Gifted Education
- Special Education
Laura Bofferding
Amber brown, signe kastberg, rachael kenney, jill newton.
Course Registration, payment, drops/withdraws, and removing holds: [email protected] Career accounts: ITaP (765) 494-4000
Doctoral Programs in Mathematics Education
As a service to the profession, the Association of Mathematics Teacher Educators maintains a database of U.S. doctoral programs in mathematics education.
- Dynamic Map of Programs
- Basic List of Programs
- Programs with Outdated Information
- Add/Edit/Delete a Doctoral Program
About the Mathematics Education Doctoral Program
Teacher Preparation Program (M.A.Ed., Curriculum & Instruction) ▼
Doctoral program (ph.d., curriculum & instruction) ▼, soe offices and resources ▼, program overview.
The School of Education at Virginia Tech offers a doctoral program in Curriculum and Instruction with emphasis in Mathematics Education . Our program at Virginia Tech unites faculty and students from the College of Science's Mathematics Department and the School of Education . Our research focuses on understanding how students learn mathematics, which informs curriculum design, teaching practices, and assessment instruments. We seek to establish equitable learning environments that take advantage of current research and technology.
The Mathematics Education Doctoral Program is primarily designed to prepare researchers and higher education faculty. The possible career paths could be but not limited to faculty positions in post-secondary education and for leadership positions in secondary education.
WHAT YOU'LL STUDY
The Mathematics Education Doctoral Program focuses on original research, preparing students for research and teaching in a context that is rigorous, collegial, and cooperative.
Students enrolled in the doctoral program must pass four exams and submit a dissertation as part of the degree requirements.
- Qualifying Exam
- Preliminary Exam
- Final Examination
Plan of Study
Doctoral candidates will work closely with their advisor to craft a Plan of Study. The Plan of Study for Mathematics Education doctoral students must include the following minimum requirements:
- Concentration: 24+ hours
- Research Methods: 18+ hours
- Foundations: 12+ hours
- Content: 6+ hours
- Research & Dissertation 30+ credit hours
Concentration (24+ credit hours):
Mathematics Courses
MATH 5624: Research on Mathematical Knowing & Learning
Math 5634: research in undergraduate mathematics education.
Education Courses
- EDCI 5734: Graduate Seminar: Critical Analysis of Mathematics Education Research
- EDCI 5714: Graduate Seminar: Advanced Topics in Mathematics Education
Additional Curriculum & Instruction courses (EDCI courses) will be decided on in consultation with your advisor. Past favorites have been:
- EDCI 5784: Graduate Seminar: Exploring Teacher Education Curriculum
EDCI 5804: STEM Education Foundations
Edci 5814: stem education pedagogy, edci 5824: stem education trends & issues.
Research (18+ credit hours)
EDRE 6605: Quantitative Research Methods in Education I
Edre 6606: quantitative research methods in education ii, edre 6504: qualitative methods in educational research i, edre 6524: qualitative methods in educational research ii.
Additional courses in Educational Research (EDRE courses) will be decided upon in consultation with your advisor. Past favorites have been:
EDRE 5404: Foundations of Educational Research and Evaluation
Edre 5674: introduction to mixed methods, edre 6634/stat 6634: advanced statistics for education, edre 6654: multivariate statistics for applications to educational problems.
- EDRE 6694: Hierarchical Linear Modeling
Foundations (12+ credit hours)
EDEP 5114: Learning and Cognition
Edep 6224: constructivism and education.
Additional courses in Foundations will be decided upon in consultation with your advisor. Past favorites have been:
EDCI 5104: Schooling in American Society
Edci 6024: analysis of educational concepts, edep 6114: cognitive processes, edep 6444: motivation and cognition.
- There are others; check online in the EDIT (Instructional Design & Technology), EDEP (Educational Psychology), and EDCI (Curriculum & Instruction) sections of the graduate catalog.
Mathematical Content Courses (6+ credit hours) Courses in Mathematics (MATH) or Statistics (STAT) will be decided upon in consultation with your advisor. Past favorites have been:
MATH 4625: Mathematics for Secondary Teachers I
Math 4626: mathematics for secondary teachers ii, math 4644: secondary school mathematics with technology, dissertation.
The Ph.D. degree in Mathematics Education is not awarded solely on the basis of coursework completion. To graduate, each student must also conduct an original research study culminating in the presentation and defense of a dissertation. The dissertation demonstrates the student’s ability to investigate a practical issue in mathematics education agreed upon by one’s dissertation chair and advisory committee.
The majority of students write their dissertations in the traditional five-chapter format (i.e., as a research paper with an introduction, literature review, methodology, results, and conclusion). Other options such as a journal article dissertation are available. Students work with the dissertation chairs and committees to determine the best format for their dissertation.
Course Descriptions
A study of the people and forces that impact on American education, analyzing the social setting of schooling and the relationships among school, curriculum, clients, personnel, and culture.
Credit Hour(s): 3
Lecture Hour(s): 3
Level: Graduate
EDCI 5714: Advanced Topics in Mathematics Education
Close examination of a discipline, topic, or group of questions in mathematics education. Examples include construction of number, teaching and learning of probability and statistics, understanding quantitative literacy. Explore current research, different conceptions and construction of knowledge on topic. Data collection and analysis on topic. May be repeated three times with different content for a maximum of twelve credits. Pre: Graduate standing.
EDCI 5734: Critical Analysis of Mathematics Education Research
Classical, seminal, and current works in the field of mathematics education. Mathematics education research. Theoretical frameworks, methodologies, claims and implications. Pre: Graduate Standing.
Provides an introduction to the nature of the science, technology, engineering, and mathematics (STEM) disciplines, and their corresponding STEM education disciplines; the inherent connections, confluences, and differences among the STEM and STEM education disciplines; the frameworks, standards, and infrastructures that govern the teaching of these subjects in K-16 STEM education; and other social, political, theoretical, and philosophical ideas and influences that underlie K-16 STEM education. Graduate standing required.
Provides an ordered investigation into the instructional practices and signature pedagogies of science, technology, engineering, and mathematics (STEM) disciplines as a means for developing purposefully integrative approaches for teaching/learning the content of these disciplines. Through study of the epistemologies, philosophies, strengths, and limitations associated with STEM signature pedagogies, students come to know a set of blended pedagogical practices that serve to enhance individual practices within their chosen fields. Graduate standing required.
An exploration of contemporary K-16 Science, Technology, Engineering, and Mathematics (STEM) education trends and issues, including both integrative and within-discipline STEM education trends/issues. Topics addressed include STEM literacy, integrative approaches to STEM education, the changing role of design and inquiry in STEM education, STEM education-related legislation, change theory, state and federal funding, and extracurricular STEM education initiatives. Graduate standing required.
Systematic introduction to the study of contemporary philosophy of education, indicating ways in which philosophy is used to analyze educational aims, content, methods, and values.
EDCI 7994: Research & Dissertation
Credit Hour(s): 1 TO 19
Lecture Hour(s):
Research and evaluation in education with emphasis on development of skill requisite for utilizing research and evaluation studies in practical situations. Applies these skills in exercises related to various research and evaluation models.
Introduction to Mixed Methods research and evaluation in applied social and behavioral sciences, including education, human development, sociology, and medicine. Mixed methods are used to collect and analyze both qualitative and quantitative data.
This course provides an introduction to qualitative research methods. It considers mainstream qualitative research traditions, including case study, phenomenology, ethnography, grounded theory, and participatory research. Students will conduct observations, interviews and basic data analysis.
This course provides an advanced examination of qualitative inquiry in educational and human science research. It considers theoretical assumptions of major qualitative research traditions and provides students advanced skills in data analysis and representation.
This two-course sequence is designed to provide an overview of basic research design, measurement and statistical concepts in social and behavioral research. Emphasis will be placed on understanding the process of social and educational research in field settings, hands on experience of designing and conducting research and analysis of data.
Multiple regression procedures for analyzing data as applied in educational settings, including curvilinear regressions, dummy variables, multicollinearity, and introduction to path analysis.
Multivariate statistical procedures presented in an applied research setting. Oriented toward the logical extension of univariate tests of significance and estimation procedures to multivariate problems. Emphasis on using existing computer software packages.
EDRE 6694: Hierarchical Linear Modeling
Provides a conceptual framework of hierarchical linear modeling (HLM), some important statistical theory behind the HLM, and hands-on training for applying HLM technique through analyzing example data sets and projects. The course includes the formulation of statistical models for typical applications such as two-level organizational study, two-level growth model, and three-level growth model within contexts and prepares students to be able to use multilevel analysis to address research questions in their fields and write coherent summaries and interpretations of the results.
Psychological theories and models which serve as a basis for educational models and practice. Emphasis on conceptions of learning and cognitive process. Pre: Graduate standing.
Investigates complex human learning from the perspective of cognitive/information processing theories. Emphasizes methods of investigation in cognitive science as well as strategies for using a cognitive orientation in educational settings.
Philosophical, theoretical, and empirical foundations of the broad field of constructivism, including the limits of epistemology and ontology, the determination of truth and reality, and applications to education and everyday life. Emphasis on radical constructivism, social constructivism, symbolic interactionism, social constructionism, and cognitive constructivism, and their applications to education.
Explores current research in the field of motivation as it relates to educational settings. Students will learn how motivation constructs relate to student behavior and cognition, how to select appropriate strategies to motivate students, and how to design measures to assess student motivation.
Methods for conducting scientific research on how K-12 students learn mathematics. Students will develop skills for designing and conducting such research across various domains of mathematical learning, such as whole numbers, fractions, algebra, and calculus. Pre: Graduate Standing.
Research on undergraduate mathematics education. Student understanding of particular concepts from undergraduate math courses, from calculus to abstract algebra. Student engagement in mathematical practices, such as proving and defining, that transcend particular course concepts. Pre: Graduate Standing.
Course activities will emphasize the curricular themes of problem solving, reasoning and proof, communication, connections, and representation. 4625: Topics in discrete mathematics and algebra from a secondary teaching perspective. Pre: 3034. (3H,3C)
Course activities will emphasize the curricular themes of problem solving, reasoning and proof, communication, connections, and representation. 4626: Topics in trigonometry, geometry, measurement, statistics, and probability from a secondary teaching perspective. Pre: 3034. (3H,3C)
Use and impact of technology in secondary mathematics curriculum. Various technologies including graphing calculators, calculator based laboratory and probes (CBLs), computer algebra systems, spreadsheets, dynamic geometry software and the Internet will be used to explore secondary mathematical concepts from an advanced viewpoint. Pre: 3034. (3H,3C)
Math education faculty and students regularly engage in research and scholarship, including engagement with the following organizations:
- Eisenhower National Clearinghouse for Math and Science Education
- The Office for Mathematics, Science, and Technology Education (UIUC)
- Journal for Research in Mathematics Education
- Journal of Mathematics Teacher Education
- Mathematical Thinking and Learning
- Teaching Children Mathematics
- Mathematics Teaching in the Middle School
- School Science and Mathematics
- The Journal of Mathematical Behavior
- The Mathematics Educator
- National Council of Teachers of Mathematics
- Virginia Council of Teachers of Mathematics
- Mathematical Association of America
- School Science and Mathematics Association
- American Educational Research Association
- SIG/Research in Mathematics Education
- The International Group for the Psychology of Mathematics Education (PME-NA)
- Association of Mathematics Teacher Educators
- National Council of Supervisors of Mathematics
Mathematics Education PhD
Doctor of philosophy.
The Doctor of Philosophy (Ph.D.) degree emphasizes research competencies. The degree requires a scholarly dissertation of intellectual merit and sound research methodology. Dissertation research may include analytical studies of the process of teaching or experimental studies of the teaching-learning process, including studies of verbal learning and laboratory practice or historical studies.
Admissions Information
Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.
- Points/Credits: 75
- Entry Terms: Spring/Summer/Fall
Application Deadlines
- Spring: November 15
- Summer/Fall (Priority): December 1
- Summer/Fall (Final): Rolling
* For details about rolling deadlines , visit our admission deadlines page.
Supplemental Application Requirements/Comments
- Online Degree Application , including Statement of Purpose and Resume
- Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
- Results from an accepted English Proficiency Exam (if applicable)
- $75 Application Fee
- Two (2) Letters of Recommendation
Requirements from the TC Catalog (AY 2023-2024)
Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.
View Full Catalog Listing
Doctoral Degrees
All candidates for the Ed.D., Ed.D.C.T., or Ph.D. degrees are expected to demonstrate both mathematics and mathematics education competencies through a series of certification examinations taken upon the completion of 60 graduate points. Certification examinations test the student’s knowledge of current research and theory in mathematics education and mathematics content. Examinations are offered once in the fall, spring, and summer terms. Courses recommended as preparation for the examinations in mathematics education include MSTM 6037, MSTM 4019, and other mathematics education courses; Courses recommended as preparation for the examinations in mathematics are 6000- level mathematics content courses.
Students must demonstrate acceptable proficiency in at least three of the following six mathematics content areas: algebra, analysis, discrete mathematics, foundations of mathematics, geometry and topology, and probability and statistics. Students may sit for the examination in mathematics content during the regular certification examination times. Alternatively, they may register for advanced content courses and, with permission of the program, sit for the content area certification examination upon completion of the course. Incoming doctoral candidates should register for MSTM 6037 Professional Seminar in Mathematics during the first year of doctoral studies.
Doctoral students whose dissertations require statistical analysis should include appropriate statistics courses in their programs. These points can be included either in the mathematics/mathematics education requirement or can be taken as research electives.
Doctor of Philosophy in Mathematics Education
The Doctor of Philosophy (Ph.D.) degree emphasizes research competencies. The degree program requires a scholarly dissertation of intellectual merit and sound research methodology. Dissertation research may include analytical studies of the process of teaching or experimental studies of the teaching-learning process, including studies of verbal learning and laboratory practice or historical studies.
Candidates are encouraged to develop an association with a faculty member early in their studies to identify a problem area of mutual interest to plan a course of studies that leads to the competencies needed to complete dissertation research and prepare for a professional role. Further details are available in the brochures on doctoral studies and in the general descriptions of doctoral programs available from the Office of Doctoral Studies (ODS).
A program of study for the Doctor of Philosophy degree must include at least 45 points taken under Teachers College registration. In order to permit the acquisition of broad and basic scholarship, each program of study should include at least 60 points in mathematics, mathematics education, statistics, and computing. At least 35 points should be in advanced courses – including research courses (MSTM 6500 or 6501 and MSTM 7500). (Any Teachers College course at the 6000 level or above, any Columbia University Graduate School of Arts and Sciences course with a “G” prefix, any “W” course numbered above 4000, or any transferred course with a graduate-level prerequisite will be considered an advanced course.) Further, 15 points in the philosophical, psychological, and curricular foundations of education must be included in every Ph.D. degree program. Students whose dissertations require statistical analysis should include appropriate statistics courses in their programs. These points can be included either in the mathematics/mathematics education requirement or can be taken as research electives.
Candidates for the Ph.D. degree are 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.
The Ph.D. dissertation is a scholarly study contributing new theoretical knowledge to the field and should be planned early in the program when sufficient advanced courses have been completed to permit the candidate to enroll in relevant research courses. Ph.D. dissertations in mathematics education should be (1) experimental studies in learning, (2) analytical studies in policy theory in mathematics education, or (3) other scholarly investigations of problems and issues of broad significance in the field.
The website of the Program offers a list of Topic study groups which doctoral students are recommended to join.
- View Other Degrees
Program Director : Professor Alexander Karp
Teachers College, Columbia University 323 Thompson
Phone: (212) 678-3381 Fax: (212) 678-8319
Email: tcmath@tc.edu
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