Course Component for Doctoral Program in Mathematics Education
Program Structure
The doctoral program in mathematics education requires a total of forty-five (45) credit hours in
coursework. Whenever possible, students should select courses that are offered in the College of
Education, in particular, the Department of Curriculum and Instruction.
Context and Research on Mathematics Education (12 cr.) This category is intended to provide
students with the background information and professional perspective regarding extant research
and issues.
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Theoretical Foundations of Mathematics Education (required, 3 cr.). Present theories,
thoughts, frameworks, and insights regarding the teaching and learning of mathematics.
Seminar in Research on Mathematics Education (required, 3 cr., may be repeated up to 6
cr.). Discuss current research paradigms and research issues in mathematics education.
History of Mathematics Education (required, 3 cr.). Present a history survey of influential
events in mathematics education and lessons learned from them.
Educational Assessment in Mathematics (selective, 3 cr.). Explore critical issues in
assessing the teaching and learning of mathematics in school.
Quantitative Studies of Mathematics Education (selective, 3 cr.). Present principles and
methods of quantitative data analysis in mathematics education.
Large-Scale Assessment in Mathematics Education (selective, 3 cr.). Explore the concept
and practice of large-scale assessment in mathematics education.
Research in Mathematics Teacher Education (selective, 3 cr.). Explore critical issues and
current emphases in the preparation of mathematics teachers.
Research Methodology (9 cr.) This category is intended to provide students with the concepts
and skills necessary to become productive consumers and producers of scholarship in education.
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Methodology of Educational Research (EDP 656) (required, 3 cr.)
Educational Tests and Measurements (EDP 522) (selective, 3 cr.)
Topics and Methods of Evaluation (EDP 620) (selective, 3 cr.)
Research Design and Analysis in Education (EDP 660) (selective, 3 cr.)
Multivariate Analysis in Educational Research (EDP 707) (selective, 3 cr.)
Qualitative Research Methods in Education (new course to be developed; 3 cr.)
Learning and Development (6 cr.) This category is intended to provide students with the
background for grounding and situating their research in a theoretical framework.
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Theories of Learning in Education (EDP 610) (required, 3 cr.)
Educational Psychology (EDP 548) (selective, 3 cr.)
Human Social Development (EDP 601) (selective, 3 cr.)
Human Cognitive Development (EDP 602) (selective, 3 cr.)
Sociology of Education (EPE 661) (selective, 3 cr.)
Teacher Education (3 cr.) (6 cr. if practicum is needed) This category is intended to provide
students with experience in issues related to teaching and teacher education. In particular,
students typically will specialize in elementary or secondary education and will have course
work in advanced pedagogy.
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Advanced Methods in Elementary Mathematics Education (EDC 670, selective, 3 cr.).
Focus specifically on curricular and instructional theories as well as methods for teaching
mathematics in the elementary school.
Advanced Methods in Secondary Mathematics Education (new course, selective, 3 cr.).
Focus specifically on curricular and instructional theories as well as methods for teaching
mathematics in the secondary school.
Students who do not have teaching experiences (at least one year) at the selected level of
mathematics education need to select, with their advisor, one of the following courses in
conjunction with the relevant advanced methods course in which students select. We expect
these courses to be department-wide; i.e., students in other subject areas who are in need of
experience at a particular level also would enroll in these courses.
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Elementary School Practicum (selective, 3 cr.). Gain first-hand experiences in teaching
elementary school mathematics.
Secondary School Practicum (selective, 3 cr.). Gain first-hand experiences in teaching
secondary school mathematics.
Instructional Technology (3 cr.) This category is intended to provide students a background and
focus on the use of technology for teaching and learning as well as issues related to the use of
technology.
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Use and Integration of Instructional Media (EDC 544) (selective, 3 cr.)
Instructional Computing I (EDC 547) (selective, 3 cr.)
Instructional Design I (EDC 607) (selective, 3 cr.)
Technology and Mathematics Teaching and Learning in the Middle Grades (EDC 777,
selective, 3 cr.)
Mathematics and Statistics (9 cr.) This category is intended to provide students with significant
background in mathematics in order to work productively with faculty members in college or
university mathematics departments. In addition, it should provide students enough mathematical
knowledge to be able to appreciate the coherence and extent of the discipline, thereby promoting
a mathematical habit of mind.
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Methods of Applied Mathematics (MA 432G) (selective, 3 cr.)
Introduction to Complex Variables (MA 433G) (selective, 3 cr.)
Advanced Calculus I (MA 471G) (selective, 3 cr.)
Advanced Calculus II (MA 472G) (selective, 3 cr.)
Differential Equations (MA 481G) (selective, 3 cr.)
Introduction to Partial Differential Equations (MA 483G) (selective, 3 cr.)
Mathematical Problem Solving for Teachers (MA 501) (selective, 3 cr.)
History of Mathematics (MA 502) (selective, 3 cr.)
Introduction to Statistical Methods (STA 503) (selective, 3 cr.)
Theory of Probability (STA 531) (selective, 3 cr.)
Department Doctoral Seminar (3 cr.) The Department of Curriculum and Instruction offers a
general seminar for all doctoral students. The purpose is to help doctoral students think about
their dissertation research and familiarize them with various research that faculty members in the
department pursue. Students are required to attend this doctoral seminar early in their program.
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Proseminar in Curriculum and Instruction (EDC 777) (required, 3 cr.)
Program Note
For doctoral students with a masters degree in either mathematics or statistics, the 9 credit hours
allocated to Mathematics and Statistics must be substituted by education courses offered in the
College of Education, preferably by elective courses outlined in this program structure. One of
these courses must be the practicum course (Elementary School Practicum or Secondary School
Practicum). The purpose is to enhance the education background of doctoral students with an
advanced degree in mathematics or statistics.