The Mathematics program offers both the Ed.D. and the Ph.D. degrees. In general, the Ed.D. degree places emphasis on breadth of professional course work with a focus on educational practice. All candidates are required to be competent in statistical research methodology and computer programming, to have knowledge of the epistemology of mathematics.
The Ed.D. culminates in a dissertation contributing knowledge to the field. Dissertations in mathematics education can be (1) experimental studies in learning, (2) design and formative evaluation of mathematics curricula, or (3) analytical studies in policy theory in mathematics education.
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Admission to a Doctor of Education program requires a prior study in mathematics or mathematics education that includes a combined undergraduate/graduate total of at least 36 semester hour credit in mathematics.
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 include MSTM 4019/4020, MSTM 6037, and 6000-level mathematics content courses.
Students must demonstrate acceptable proficiency in at least three of the following six mathematics content areas: algebra, analysis, computer 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 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.
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A program of study for the Doctor of Education (Ed.D.) degree must include a minimum of 90 semester hours of approved graduate credit, at least 45 points of which must be taken under Teachers College registration. In order to permit the acquisition of broad basic scholarship, each program of study should include at least 70 points in mathematics and mathematics education. At least 24 points should be at an advanced level. Ordinarily, points in mathematics and mathematics education should include at least 45 points in mathematics content courses, 12 points in mathematics education courses, and 12 points of research preparation including MSTM 6500 and MSTM 7500.
Professional courses taken outside the program of Mathematics Education normally should include 15 points in the curricular, psychological, and social foundations of education. Students specializing in teacher education are encouraged to select elective courses related to higher education programs and practices. Preparation in computing and statistics is also recommended. Programming competencies in at least one computer language and further computer science training equivalent to at least 6 points of graduate study are desirable. Students whose dissertations involve statistical analysis are required to include appropriate statistics courses in their programs. These points can be included either in the mathematics/mathematics education requirement or can be taken as electives.
The Ed.D. culminates in a dissertation contributing knowledge to the field and should be planned early in the doctoral program when sufficient advanced courses have been completed to permit the candidate to enroll in relevant research courses and pertinent advanced study to enable efficient preparation of the dissertation. Dissertations in mathematics education can be (1) experimental studies in learning, (2) design and formative evaluation of mathematics curricula, or (3) analytical studies in policy theory in mathematics education.