phd math ed online

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Mathematics Education Ph.D.

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The Doctor of Philosophy in Curriculum and Instruction with a concentration in Mathematics Education at the University of Wyoming offers advanced coursework for educational professionals interested in pursuing a degree whose advanced study might someday lead them to research-oriented careers, primarily working in university settings.

Courses in the program are offered online, allowing you to pursue the Ph.D. in mathematics education while you continue in your current professional role. Candidates in this program aim to be scholar-leaders for the field of mathematics education at colleges and universities worldwide. As a student in the program, you will begin developing your research agenda under the mentorship of experienced academic researchers.

Learn more about the benefits of gaining your Ph.D. degree in education at UW .

Interested in a doctoral program where you will utilize applied research to solve a current problem of teaching practice? Take a look at our Ed.D in programs in education.

Email Mathematics Education Program Coordinator Dr. Rick Kitchen, [email protected] or take a look at our FAQs page .

ADDITIONAL INFORMATION

ADMISSION Learn how to apply and start your journey today.

CURRICULUM Learn about required classes and requirements.

RESOURCES Find resources for students and faculty members .

FACULTY Meet the supportive teacher preparation faculty team .

Mathematics Education, PHD

On this page:, at a glance: program details.

• Location: Tempe campus
• Second Language Requirement: No

Program Description

Degree Awarded: PHD Mathematics Education

This transdisciplinary PhD program in mathematics education accommodates students from a variety of academic backgrounds. It provides students with a solid foundation in graduate-level mathematics as well as research skills and perspectives that enable them to incorporate mathematics into such core educational areas as:

Conducting individual and collaborative research in the learning and teaching of mathematics is an integral part of the program.

Degree Requirements

Curriculum plan options.

• 84 credit hours, a written comprehensive exam, an oral comprehensive exam, a prospectus and a dissertation

Required Core (12 credit hours) MTE 501 Research in Undergraduate Mathematics Education I (3) MTE 502 Research in Undergraduate Mathematics Education II (3) MTE 503 Research in Undergraduate Mathematics Education Ill (3) MTE 504 Research in Undergraduate Mathematics Education IV (3)

Electives (42 credit hours)

Area Courses (12 credit hours)

Research (6 credit hours) MTE 792 Research (6)

Culminating Experience (12 credit hours) MTE 799 Dissertation (12)

Additional Curriculum Information Four to five graduate-level (500 and above) elective courses from mathematics, cognitive science, psychology, educational technology, philosophy or research should be taken as approved by the advisor.

For the area courses, students are required to take four graduate-level courses from the following areas of interest: mathematics, applied mathematics or statistics. Students should see the academic unit for the approved course list.

Students should see the school's website for information about qualifier and comprehensive examinations based on math coursework.

The doctoral dissertation culminating experience consists of a dissertation prospectus, oral dissertation defense and the submission of a final revised, formatted dissertation document to the Graduate College. Dissertations are composed under chair- and committee-supervised research, including literature review, research, data collection and analysis, and writing.

When approved by the student's supervisory committee and the Graduate College, up to 30 credit hours from a previously awarded master's degree may be used for this program. If students do not have a previously awarded master's degree, the remaining coursework is made up of electives and research.

Admission Requirements

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in mathematics or a closely related area, with exceptionally high grades in advanced coursework in mathematics, from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program or a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of education and career goals
• writing sample
• three letters of recommendation
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

At least two of the letters of recommendation must be from faculty.

Next Steps to attend ASU

Learn about our programs, apply to a program, visit our campus, application deadlines, learning outcomes.

• Able to complete original research in applied mathematics.
• Able to incorporate mathematical concepts into novel teaching methods.
• Address an original research question in mathematics education.

Career Opportunities

Graduates of the doctoral program in mathematics education have opportunities in Arizona, the U.S. and internationally. Opportunities are typically at research universities and liberal arts colleges, community colleges, and education consulting firms and in roles such as:

• faculty-track academic
• education consultant or analyst
• mathematics professor, instructor or researcher

Program Contact Information

If you have questions related to admission, please click here to request information and an admission specialist will reach out to you directly. For questions regarding faculty or courses, please use the contact information below.

• [email protected]
• 480/965-3951

5 Best Grad Schools with Online Doctorate in Math Education

Reviewed by David Krug David Krug is a seasoned expert with 20 years in educational technology (EdTech). His career spans the pivotal years of technology integration in education, where he has played a key role in advancing student-centric learning solutions. David's expertise lies in marrying technological innovation with pedagogical effectiveness, making him a valuable asset in transforming educational experiences. As an advisor for enrollment startups, David provides strategic guidance, helping these companies navigate the complexities of the education sector. His insights are crucial in developing impactful and sustainable enrollment strategies.

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Mathematics teachers seeking advanced knowledge and skills to qualify for leadership and research positions in various academic settings should consider an online doctorate program in mathematics education.

This advanced degree program equips professionals with the ability to translate dense mathematics knowledge to students with different levels of understanding.

Doctoral programs prepare graduate students to conduct research on mathematics education at the elementary, secondary, and postsecondary levels.

Online doctorates in math education follow the same mathematics curricula as on-campus doctoral programs. Doctoral students enroll in advanced classes that build on their graduate-level mathematics courses. Advanced courses focus on the study of mathematics teaching, learning, and curriculum development.

Doctor of mathematics education courses equip its holders with the knowledge and credentials to significantly improve mathematics instruction at all levels, from primary to higher education, and to advance the discipline via research and study.

Methodology

Each doctoral program on the Best Online Doctorate in Math Education was listed based on these criteria:

• Offers online/hybrid classes that provide students with the same comprehensive curriculum as residential programs, 
• Has a strong alum network capable of providing online students with valuable connections and opportunities, 
• Emphasize practical applications of research to help students address challenges in teaching and learning mathematics,
• Provide students with the opportunity to work with an award-winning faculty in doing and publishing research,
• Offers graduate assistantships,
• Obtained regional accreditation to ensure that the program’s content meets standards of quality and that the degree will be recognized and respected by future employers.

Check out our  Methodology  page for details.

5 Best Online Doctorate in Math Education

University of wyoming.

Doctor of Philosophy in Curriculum and Instruction: Mathematics Education

The University of Wyoming’s online Ph.D. in Curriculum and Instruction allows current mathematics teachers to specialize in Mathematics Education.

The doctorate in mathematics curriculum instruction at UW encourages the development of novel approaches and methodologies for producing highly qualified scholar-leaders for the field of mathematics education on a global scale. Students must complete 81 credit hours to earn the degree, which usually takes 3-5 years to complete via online learning.

The mathematics education specialization offers nine distinct concentration courses; students can choose up to 6 courses. Advanced Math Curriculum; Assessment & Evaluation; Colloquium in Mathematics Education; Culture, Power & Identity in Mathematics Education; and Analysis & Critique of Research in Mathematics Education are some concentration courses available.

Upon completing the required online coursework, students must take a preliminary exam, submit a written demonstration of learning outcomes, and present and defend a doctoral dissertation to conclude the degree program.

An accredited institution with a master’s degree is required to apply for the program. All graduate coursework should have a 3.0 or higher GPA. Additional requirements include three years of P-12 teaching experience or its equivalent and GRE scores (minimum of 144 qualitative, 151 verbal, and 4.0 in analytical writing). International students must submit high scores on their TOEFL or IELTS.

University of Indiana Bloomington

Doctor of Education in Curriculum and Instruction: Mathematics Education

Mathematics Education at the University of Indiana Bloomington is offered as a specialization in the EdD in Curriculum and Instruction program. This is a 60-credit hours program designed for working professionals and can be completed in 2-3 years, depending on the student’s pace. Doctoral students will automatically be considered candidates for funding opportunities, which include fellowships and assistantships.

IU Bloomington is known for having an award-winning faculty within all their schools, including the School of Education. Online students will take classes taught by the same on-campus faculty with expertise in mathematics education.

Courses of the program explore topics that teach candidates technology integration, mathematical thinking, equitable practices, curriculum development, teacher education, and the use of research methods to improve math education.

Students can design their own degrees by choosing a set of Core Inquiry Courses beyond mathematics education, such as Computer-Mediated Discourse Analysis, Advanced Statistics in Psychology I, and Analysis and Modeling for Public Affairs, among others.

A bachelor’s and a master’s degree with a 2.75 or higher GPA from a regionally accredited institution is required to gain admission to the online program. Students must also submit a personal statement, a resume, and two letters of recommendation. An additional requirement for international students is a 79 minimum TOEFL score or 6.5 minimum on the IELTS.

Texas A&M University

Texas A&M University offers a comprehensive PhD in Curriculum and Instruction in Mathematics Education for educators pursuing advanced graduate programs focused on advancing mathematics classrooms.

This online doctoral degree uses the most recent research findings, classroom technology, online resources, and curricular developments to produce graduates able to compete in the 21st-century classroom. Since this is a research-focused degree, it requires students to create their own research on a current issue related to mathematics education.

This 64-credit hour program consists of foundational courses, advanced mathematics education coursework, and a dissertation on original research.

Concentration courses in mathematics education focus on curriculum and development, exploring topics in Early Childhood Mathematics and Science, Teaching and Learning Number and Quantity Concepts, Theories of Learning and Teaching Mathematics, and more. Students can engage in a research-active faculty while exploring their own interests.

PhD students are not required to submit their GRE scores. Admission requirements include departmental essays, resume/vita, reference surveys/letters, and statement of purpose. International students must submit TOEFL scores.

Ohio University

Doctor of Philosophy in Mathematics Education

Designed for math teachers and instructional leaders, Ohio University’s online PhD in Mathematics Education focuses on helping doctoral candidates obtain skills to teach math from kindergartens to college students. PhD students will receive teacher training and professional development internships focused on postsecondary leadership roles.

Candidates must complete a dissertation on a research project focused on solving a current issue in mathematics education. The program has an average completion time of 4-5 years.

As part of the program’s core courses, students will study curriculum and learning theory, social and cultural aspects of education, ethical leadership, and various research methods. The program’s concentration courses include Curriculum in Mathematics Education, Research in Teacher Education, and Mathematics Education Through the Lens of Technology.

Students must consult with the doctoral committee when choosing concentration courses, which helps students make sound decisions when customizing their coursework.

A master’s degree from a reputable institution is a must. Other requirements for admission include a current CV/resume, official undergraduate and graduate transcripts, three letters of recommendation, a goal statement, and an academic writing sample.

International students with a minimum of 80 on their TOEFL iBT or 6.5 on their IELTS will be eligible for funding opportunities.

Illinois State University

Illinois State University offers another top-performing doctorate in Mathematics Education. ISU’s Department of Mathematics is known for being one of the country’s top producers of Mathematics Education PhDs, meaning only the best candidates gain admission.

This online PhD in Mathematics Education is a research-focused doctorate that follows the same curriculum as its campus-based program, focusing on developing students’ skills for postsecondary roles.

This is a 90-hour program that can be completed in 3 to 4 years of full-time study past the student’s master’s degree. In addition to content and core courses, research methodology, and professional projects, students must satisfy the program’s residency requirement that promotes experiences in teaching, research, and engagement with a community of scholars.

Students can tailor their degrees by choosing an elective in mathematics, curriculum, technology, educational psychology, human development, evaluation, supervision, learning theory, or measurement.

Students must have a master’s or specialist degree in education or mathematics to qualify for the online program. ISU also requires applicants to have a 3.0 GPA or higher for all attempted graduate-level coursework and in the last 60 hours of undergraduate work.

Additional requirements include three letters of recommendation, official GRE scores, and unofficial transcripts. International applications are also accepted.

Most Common Math Education Careers

Math department head/chair.

These professionals oversee the mathematics department in a college, university, or high school. Responsibilities include recruiting faculty, creating budgets, providing financial assistance, and performing other administrative duties.

Average Annual Salary:  $95,000

Supervisor/Coordinator of Mathematics

As a supervisor/coordinator of mathematics, you’re responsible for supporting math teachers through organizing training and professional development programs. Additional responsibilities include planning, implementing, and aligning the curriculum with current academic standards.

Average Annual Salary:  $74,620

Curriculum Supervisor of Mathematics

As a curriculum supervisor, your primary duty is to design, evaluate, and update mathematics curricula in an educational setting to ensure and support student learning outcomes. Other responsibilities entail collaborating with teachers, administrators, and curriculum specialists to improve instructional materials.

Average Annual Salary:  $93,000

Postsecondary Math Educator

As a postsecondary teacher, you will play an essential role in shaping the future of mathematics education. You’ll provide instruction, guidance, and support to students pursuing degrees or courses in mathematics or related fields. 

Average Annual Salary:  $84,380

Math Education Resources and Organizations

National council of teachers of mathematics  (nctm).

NCTM is one of the most prominent organizations dedicated to math education. It offers math teachers materials, guidelines, publications, and chances for professional growth.

American Mathematical Association of Two-Year Colleges  (AMATYC)  

AMATYC represents math professors and administrators in two-year colleges. It promotes enhancing mathematics instruction at two-year institutions and provides access to resources, chances for professional growth, and a venue for networking and collaboration.

National Council of Supervisors of Mathematics  (NCSM)

Devoted to assisting current and future leaders in mathematics education, NCSM provides tools and opportunities for professional learning for math supervisors. It aims to raise student achievement and mathematics instruction through good leadership.

Association of State Supervisors of Mathematics  (ASSM)

State-level administrators are best to obtain membership from ASSM. This organization focuses on enhancing professional development, policy, and practices in mathematics education. They provide state-level forums for mathematics supervisors, fostering networking and best practices. 

Association of Mathematics Teacher Educators  (AMTE)

AMTE’s top priority is the professional advancement of mathematics teacher educators. This organization offers training and assistance to math educators at all levels. It provides tools, conferences, and publications to improve the standard of mathematics teacher education.

TODOS: Mathematics for ALL

TODOS promotes inclusivity and diversity in mathematics instruction. It supports educators seeking to meet the needs of all kids in mathematics by offering resources, research, and assistance.

Frequently Asked Questions

Are online doctoral degrees respected.

Accredited online doctorates are acknowledged and respected in the workplace. They are rising in number and gaining popularity because they offer the same academic rigor as their on-campus counterparts. 

Are online Math education Doctorates hard to complete?

Online doctorates require excellent time management skills and self-discipline. Similar to an on-campus program, online math education doctorates require students to complete advanced courses, create their own research, and present and defend a dissertation .

However, since the study schedules of online students are more flexible, they may be tempted to put off or fall behind.

How long does it take to earn a Doctor of Mathematics education online?

The duration of a program depends on several factors , including the student and the program’s pacing, the required credit hours, and the student’s transfer credits. PhDs take longer than EdDs and have an average time-to-degree of 5 years. EdD students can often complete the program in 3 years. 

What will I study in an online Doctor of Mathematics education?

The most common topics in advanced mathematics education degrees include theory, mathematics curriculum and instruction , educational leadership and policy, equity and inclusion in mathematics education, technology in mathematics education, and assessment and evaluation .

Key Takeaways

• Due to its flexibility, online doctorates in mathematics education require a high level of self-discipline and time management.
• Online doctor of mathematics education covers highly technical topics and compromises core and concentration courses, research, and dissertations. 
• Graduates of online mathematics education doctorates qualify for lucrative post-secondary education, research , economics , or administration positions.

Additional Resources:

• Best Grad Schools with Online Doctorate in Special Education
• Best Online Master’s of Arts In Special Education Graduate Schools
• Best Grad Schools with Online Doctorate in Science Education

Related Posts

We’re certain of one thing—your search for more information on picking the best graduate degree or school landed you here. Let our experts help guide your through the decision making process with thoughtful content written by experts.

EdDPrograms.org

Doctorate in Mathematics Education (Ed.D.) Programs

Compare all Ed.D. in Math Education programs in one easy step! Our detailed Math Ed listings contain links to tuition prices, curricula, and admissions requirements. Still debating whether an Ed.D. is worth the cost? Use our practical guide to learn more about online doctorates, job opportunities, and differences between the Ed.D. and Ph.D.

What is an Ed.D. in Mathematics Education?

Ed.D. in Math Education programs are practical, real-world doctorates designed for educators who are actively involved in the instruction or supervision of mathematics programs. This category includes teachers, curriculum specialists, department heads, university faculty, professional development leaders, and more.

You could pursue a doctorate in math education in order to:

• Effect positive, research-driven changes in the teaching & learning of mathematics
• Find creative solutions to key problems of practice
• Design, implement, and evaluate curricula & classroom programs
• Create professional development interventions
• Explore new sources of data for strategic planning & decision-making
• Learn more about equitable instructional practices & innovative learning environments

Types of Doctorate in Math Education Programs

Ed.d. in mathematics education.

Our listings contain a number of doctorates that are completely devoted to mathematics education. Each one has a unique slant. For example:

• Morgan State University’s Ed.D. in Math Education focuses on the characteristics and needs of urban students in general, and African-American students in particular.
• The University of Mississippi’s Ed.D. in Math Education is specifically designed for middle & high school educators.
• Columbia offers a high-level Ed.D. in Mathematics Education that can be focused on experimental studies in learning, mathematics curricula, or policy theory in math education.

Ed.D. in Curriculum & Instruction: Mathematics Education

If you wish to become an instructional leader or curriculum specialist, you could consider a curriculum & instruction doctorate with a specialization in math education. This is the most popular option in our listings .

Coursework in these degrees will include training in effective instruction techniques & practices, curriculum theory & development, learning & cognition, and pedagogical leadership. For more details, see our subject guide to Ed.D. in Curriculum & Instruction Programs .

Ed.D. in Educational Leadership: Mathematics Education

Our listings also contain doctorates in educational leadership with a focus on mathematics education. These programs are often designed for aspiring school leaders, department heads, and instructional leaders in community organizations & educational institutes.

The curriculum will usually combine coursework in educational leadership issues—including coverage of areas like organizational improvement, reform, and educational equity—with training in teaching & learning strategies, pedagogies, and curriculum development. Check out our rankings & guide to Ed.D. in Educational Leadership Programs for more info.

Ed.D. in STEM Education

Interested in broadening your search to include STEM fields? Have a look at the options in our guide to Ed.D. in Science Education Programs . You’ll discover on-campus and online programs offered in this discipline.

Ph.D. vs. Ed.D. in Mathematics Education

An Ed.D. in Math Education is a natural fit for PreK-12 instructors & leaders. Education doctorates focus on applied research & theory and practical, real-world concerns (e.g. curriculum development, equitable instructional practices, effective interventions, etc.).

Aiming for a faculty position in higher education? You’re likely to run into the Ph.D. vs. Ed.D. debate. When we looked at current job openings:

• A Ph.D. was the standard requirement for Assistant Professors of Mathematics.
• A Ph.D. or an Ed.D. in Math Education was usually accepted for Assistant Professors of Mathematics Education.

Before you make a decision, we recommend you get in touch with current higher education faculty and ask them about their educational experiences. They will give you a sense of whether the Ed.D. is strong enough to hold up in the job market. You can also visit our detailed Ph.D. vs Ed.D. guide .

Earning an Ed.D. in Math Education

Math education prerequisites.

• Master’s Degree: Most universities will ask to see a master’s degree in mathematics or education. If you hold an M.Ed. (or the equivalent), the school may want your undergraduate degree to be in math.
• Minimum GPA: GPA requirements will vary. The standard minimum for Ed.D. programs is 3.0 for previous graduate work, but prestigious Colleges of Education may have a higher threshold (e.g. 3.25-3.5).
• Work Experience: Universities may or may not specify work experience in the admissions section, but they’ll almost always be considering it. The preferred threshold is 3+ years of teaching experience, but some schools will look at folks with 2+ years.
• Additional Requirements:  Schools may or may not require GRE or MAT scores—check the admissions links. You’ll often be required to submit an admissions essay or statement of purpose, résumé, academic writing sample and/or professional artifacts, and 2-4 letters of recommendation.

Math Education Coursework

Check out the curriculum links in our listings to get a sense of the university’s approach to coursework. For instance, an Ed.D. in Curriculum & Instruction: Math Education will have a different feel to an Ed.D. in Educational Leadership: Math Education.

In broad terms, an Ed.D. in Math Education could contain credits in:

• Foundational education courses (e.g. curriculum theory & development; learning theory; instructional methods; education & society; etc.)
• Mathematics education courses (e.g. planning, developing & evaluating the math curriculum; instructional systems analysis; assessment & evaluation of STEM education; etc.)
• Graduate-level mathematics courses and educational statistics
• Research courses (e.g. quantitative research methods in education)
• Potential electives

Math Education Internship & Fieldwork

Some schools have gone the extra mile and included an internship or field experiences in their doctoral programs. Follow the curriculum links in our listings to learn if they’re included.

Fieldwork can serve as an excellent apprenticeship. For example, Morgan State University’s Ed.D. in Math Education includes a 3-credit Practicum in Mathematics Education. In this scenario, Ed.D. students conduct an intervention in an aspect of mathematics teaching/learning at a selected level of the educational system.

Math Education Dissertation or Capstone Project

All Ed.D. in Math Education programs will contain a traditional 5-chapter dissertation, a Dissertation in Practice (DiP), or a capstone project. For instance, the University of Mississippi is a CPED member, so its Ed.D. in Math Education deliberately includes a DiP.

Each option will have its pluses and minuses—choose the one that suits your style. You can learn more about the differences between them in our guide to No Dissertation Ed.D. Programs .

Online Ed.D. in Math Education Programs

Are ed.d. programs in math education offered online.

Yes, but they are rare. Valdosta offers an Online Ed.D. in Curriculum and Instruction: P-12 Disciplinary Concentration program with a specialization option in math, but it’s one of the few schools to do so. You’ll have more luck with online STEM doctorates .

Do Online Ed.D. in Math Education Programs Contain Residencies?

In the case of Valdosta, the answer is yes. The Online Ed.D. in Curriculum and Instruction: P-12 Disciplinary Concentration contains at least two on-campus doctoral seminar days at the beginning of years one & two.

Math Education Careers

Ed.d. in math education jobs.

For current job openings, explore AMTE job listings and the NCTM job board . Graduates with a doctorate in math education often pursue job titles such as:

• Math Department Head/Chair
• Supervisor/Coordinator of Mathematics
• Curriculum Supervisor of Mathematics
• Curriculum Manager
• Program Development Specialist
• Director of Math Education Programs
• State Supervisor of Mathematics
• District Data Collector & Evaluator
• Assistant Professor in Mathematics Education
• Assistant Professor in Teacher Education with a Focus on Math

Ed.D. in Math Education Salary

Because mathematics education is a niche field, it can be hard to find large pools of salary data. You may wish to make a shortlist of your preferred job titles (e.g. Math Director) and employ different salary sites to compare numbers (e.g. Glassdoor, Indeed, Salary.com, Payscale, etc.).

The Bureau of Labor Statistics (BLS) also posts occupational employment & wage data for Postsecondary Mathematical Science Teachers . Use the state maps in this section to compare employment hotspots and wages in your geographic area.

Is an Ed.D. in Math Education Worth it?

It depends. If you have a clear PreK-20 leadership or instructional position in mind, and you’ve talked to your mentors about your options, then “Yes.” An Ed.D. in Math Education might be well worth your time and money.

When in doubt, chat to recent alumni. They’ll give you a sense of whether the degree was practical, focused, and relevant to their job aspirations. Ask the university for a list of alumni names or do a quick LinkedIn search to find professionals in your chosen field.

Math Education Resources and Organizations

• American Mathematical Association of Two-Year Colleges (AMATYC) : AMATYC seeks to be the leading voice and resource for excellence in mathematics education in the first two years of college. It hosts an annual conference.
• Association of Mathematics Teacher Educators (AMTE) : AMTE is a professional organization devoted to the improvement of mathematics teacher education. Its 1,000+ members include professors, researchers, teacher-leaders, school mathematics coordinators, policy experts, graduate students, and others.
• Association of State Supervisors of Mathematics (ASSM) : ASSM members provide supervising and/or consulting services in the area of mathematics as a staff member of the education agency of any state in the U.S., Canada, Bermuda, and U.S. territories.
• National Council of Supervisors of Mathematics (NCSM) : NCSM is a big mathematics education leadership organization that seeks to guarantee that all students engage in equitable, high-quality mathematical experiences. It runs a summit, conference, and networking events.
• National Council of Teachers of Mathematics (NCTM) : NCTM is the world’s largest mathematics education organization. It advocates for high-quality mathematics teaching and learning for each and every student.
• TODOS: Mathematics for ALL : TODOS is an international professional organization that advocates for equity and excellence in mathematics education for all students, particularly Latina/o students.

School Listings

21 Schools Found

University of Colorado Denver/Anschutz Medical Campus

School of Education and Human Development

Denver, Colorado

Doctorate in Education - Leadership for Educational Equity - Mathematics Education

• Curriculum Info
• How To Apply

University of Denver

Morgridge College of Education

EdD in Curriculum and Instruction - Mathematics Education

Augusta university.

College of Education

Augusta, Georgia

Doctor of Education in Educational Innovation - Secondary Education - Mathematics

Georgia state university.

Department of Early Childhood and Elementary Education

Atlanta, Georgia

Doctor of Education in Curriculum and Instruction - Mathematics Education

Valdosta state university.

College of Education and Human Services

Valdosta, Georgia

Doctor of Education in Curriculum and Instruction - P-12 Disciplinary - Mathematics

Offered Online

Boise State University

Boise, Idaho

Online EdD in Curriculum and Instruction - Mathematics Education

University of idaho.

College of Education, Health, and Human Sciences

Moscow, Idaho

Doctor of Education in STEM - Math and Science Education

University of illinois at urbana-champaign.

Department of Curriculum and Instruction

Champaign, Illinois

Doctor of Education in Curriculum and Instruction - Mathematics, Science, & Engineering Education

Indiana university bloomington.

School of Education

Bloomington, Indiana

Morgan State University

Baltimore, Maryland

EdD in Mathematics Education

University of michigan-dearborn.

College of Education, Health, and Human Services

Dearborn, Michigan

EdD in Curriculum and Practice - Mathematics

Mississippi, university of mississippi.

University, Mississippi

EdD in Math Education

University of nevada-las vegas.

Las Vegas, Nevada

EdD in Curriculum and Instruction - Mathematics Education Track

Columbia university in the city of new york.

Department of Mathematics, Science & Technology

New York, New York

EdD in the College Teaching of Mathematics

Hofstra university.

Hempstead, New York

Doctor of Education in Learning and Teaching - Mathematics Education

Pennsylvania, pennsylvania state university-main campus.

Department of Mathematics

University Park, Pennsylvania

Doctor of Education in Mathematics

Texas a & m university-kingsville.

Department of Educational Leadership and Technology

Kingsville, Texas

Doctor of Education in Educational Leadership - Math

Texas state university-san marcos.

San Marcos, Texas

Doctor of Education in Developmental Education - Developmental Mathematics

The university of texas rio grande valley.

Department of Teaching and Learning

Edinburg, Texas

University of Houston-Clear Lake

Houston, Texas

EdD in Curriculum and Instruction - Mathematics

University of houston, executive edd in professional leadership - mathematics education.

Education & Human Development

Teaching, learning & culture, how to apply.

The Department of Teaching, Learning & Culture

Teaching, Learning and Culture (TLAC) encompasses students, faculty and staff whose efforts and interests center on the many different aspects of academics, teaching and classroom education. TLAC’s mission is to create experiences that advance teaching, research and service through the application of knowledge in the preparation and development of quality educators; placing high value on collaboration, critical thinking, creativity, democratic governance and global leadership.

• Undergraduate Programs in Education
• Graduate Programs in Curriculum & Instruction
• Online Graduate Programs in Curriculum & Instruction

Having two highly-ranked graduate programs within one department serves as an index of the world-class academic programs and faculty who are committed to a culture of excellence in research and discovery, and the scholarship of teaching.

-Dr. Michael de Miranda, Dean of The College of Education and Human Development 

Former Student Highlight

Merrari boffil.

First-generation student Merari Boffill ’18 hopes to become a teacher and share the importance of education.

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From Our Former Students

“One of the things that set this program apart is that it is located within the Teaching, Learning & Culture Department at Texas A&M. There’s more to teaching than just delivering a curriculum or instructional strategy; we have to consider the influence that culture has one what we do.”

Dr. Byron William

Online Ed.D in Curriculum & Instruction

TLAC PROGRAMS

UNDERGRADUATE STUDIES

TLAC offers a Bachelor of Science (B.S.) in Education, with one of three focuses.

Undergraduate Studies

Graduate Programs

The Culture and Curriculum program offers students the opportunity to learn and grow in many areas.

GLOBAL ONLINE EDUCATION

Providing greater opportunities and flexibility for students, TLAC offers online degree programs, in addition to many individual Web-based classes.

Online Education

Certificates

TLAC offers several types of certificates for students as well as Texas Teacher Certifications

Ph.D. in Curriculum & Instruction with

Mathematics education, ph.d. in curriculum and instruction: emphasis in mathematics education.

Today’s elementary, middle, secondary and university mathematics research, instruction and curriculum embrace a variety of strategies and technologies. The TLAC graduate program in mathematics education includes work with the latest research findings, curriculum developments, computer-based teaching tools, internet and web-based sources and information technologies such as modeling, visualization and data management. Program characteristics include:

• Research-based degree with an emphasis on mathematics learning with understanding and how to advance mathematics performance for all students.
• Opportunity for individualized projects that expand knowledge about teaching and learning with and through technology.
• Technology-rich environment, not only in terms of instructional tools, but also in the opportunity to employ technology in collecting data, modeling applied situations and building representations of important mathematics concepts.
• Opportunity to study with a group of like-minded and motivated colleagues. Scheduled and available courses, making it possible to complete a degree within a well-defined time period.

Students come from a variety of backgrounds, possess a wide array of experiences and achieve national exposure before graduation. As a result of mentorship by mathematics education faculty and through participation in extant research projects, graduate students will present their work at local, regional and national conferences as well as publish in relevant journals.

To be admitted to a graduate program, you must apply to the TLAC department and Texas A&M University.

Program Details

Degree: Curriculum & Instruction Emphasis: Mathematics Education Degrees Offered:  Doctor of Philosophy (Ph.D.) Credit Hours: 64

Select College of Education and update credit hours.

For a better understanding of your total cost of attendance (COA), please visit our cost and tuition rates webpage ( https://aggie.tamu.edu/billing-and-payments/cost-and-tuition-rates ). This webpage will provide you with an opportunity to review estimated COA information for undergraduate, graduate and professional students, as well as other resources such as the tuition calculator and billing and fee explanations.

Ph.D. Curriculum

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The Ph.D. degree plan includes quality course work and research experiences, preparing students to be involved in mathematics education research.

The program encompasses core courses and specialized study in mathematics education, leading to a dissertation on an original research question. Students may pursue individual interests, while joining in ongoing research projects of the Mathematics Education faculty.

Graduate Student Handbook

Download the TLAC Graduate Student Handbook

Contact Advisors

Sydney Zentell

Academic Advisor IV

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Contact Faculty

Jamaal Young

Director of Aggie STEM

Frequently Asked Questions

I still have further questions—who can i contact to help me answer those.

Please feel free to contact our Graduate Advising Office with any questions you may have. Our office information can be found at https://tlac.tamu.edu/student-services/graduate-advising .

Can you guide me through the application process?

Please visit our web page at https://tlac.tamu.edu/admissions/masters-admissions or https://tlac.tamu.edu/admissions/doctoral-admissions for step-by-step information about applying for our master’s and doctoral programs.

How to Apply: Master’s Application Information | Doctoral Application Information

How soon can I apply?

Prospective students are encouraged to apply as soon as possible!

I live out of state. Do you accept out-of-state applicants?

Yes, we accept in-state and out-of-state applicants.

Is there any opportunity for financial assistance?

Yes, there are opportunities for financial assistance through the Office of Scholarship and Financial Aid at https://financialaid.tamu.edu .

What are the typical program costs?

You can base the cost of attendance on 64 graduate credit hours (for doctoral students).

Is the GRE required?

GRE is only required for Ed.D. applicants.

Can't find what you are looking for?

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 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)
• A completed master’s degree is required prior to admission to this program.
• 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
• STAT 51100 – Statistical Methods or EDPS 55600 – Introduction to Quantitative Data Analysis
• EDPS 63000 – Research Procedures in Education
• Advance electives in either quantitative or qualitative methods
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Mathematics Education, Ph.D.

• Admissions & Financial Aid
• Requirements

The doctoral degree in Mathematics Education prepares graduates to engage deeply in the research and practice of mathematics and STEM education and become leaders and advocates of inclusive, antiracist, and equitable mathematics learning.

This program, a partnership between the School of Education and Department of Mathematics , provides students with direct mentorship from mathematics education faculty as well as faculty in the areas of education and mathematics. Faculty are actively engaged in research around the teaching and learning of mathematics, and students are encouraged to work closely with faculty members on their research.

Suggested Application Deadline: January 15 or October 1 | More admissions information

Mathematics Education develops a community of scholars among faculty and students. We generally have around 10 doctoral students at various stages in the program from across the country and around the world; typically, half are international students. A weekly research seminar is held to connect all faculty and students.

Expertise in teaching and instruction is also developed through graduate assistantship and intern opportunities, and with participation in the Future Professoriate Program . This includes orientations, year-round services for teaching assistants, and opportunities to co-teach with fellow doctoral students and department faculty, guest lecture, and independent instruction. Students have many opportunities for pedagogical development and feedback through teaching and tutoring.

This program prepares students with strong mathematical interests and experiences for roles in research on the teaching and learning of mathematics, teacher preparation and professional development, and teaching mathematics and mathematics education courses.

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Doctorate in Mathematics Education

Program Code:  PH6245

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. The 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 in 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 doctoral degree in Mathematics Education will demonstrate knowledge and skills in a common core of competencies plus an area of specialization and successfully complete 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 has the opportunity to construct a highly individualized program based on each scholar’s career 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

Request Info

Greg Foley Program Coordinator Patton Hall 321D 740.593.4430

Frans Doppen Graduate Doctoral Coordinator Patton 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 dissertation Students 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 5 semester hours

• EDTE 8900 First-Year Doctoral Seminar (1 credit)
• 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

• 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.
• 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
• 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.

Funding Information

• Departmental funding opportunities
• Funding opportunities across the college
• Graduate College funding opportunities

Program Faculty

Mathew Felton-Koestler

Allyson Hallman-Thrasher

Courtney Koestler

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School of Education

• Doctoral Programs

Ph.D. in Curriculum and Instruction – Specialization in Mathematics Education

Mathematics education.

The Ph.D. prepares students to do research and teach mathematics and mathematics education at colleges and universities.

Specifically, this 90-credit hour Ph.D. program prepares you to conduct original research on topics in Mathematics Education, such as studies on how students and teachers learn mathematics, examinations of equity in mathematics education, assessments of students’ and teachers’ mathematical knowledge, studies about teachers’ beliefs, and studies about how technology can be used to enhance mathematics learning.

The doctoral program focuses on K-12 mathematics teaching and learning. Most students entering the program have K-12 teaching experience, and graduates of the program often become university faculty who prepare elementary and secondary teachers.

Master’s course work more than five years old may not always be applied to the degree, so individuals who completed master’s degrees more than five years prior to applying should check with program faculty about transferring in master’s level coursework.

Application Deadlines

Admission Requirements

The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.

If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »

• Bachelor’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75 out of 4.00
• Personal statement
• Two letters of recommendation
• Minimum 79 TOEFL score or minimum 6.5 IELTS score or minimum 115 Duolingo score (international students only)

Learn more about how to apply

Program Requirements

• Ph.D. in Curriculum and Instruction – Specialization in Mathematics Education Requirements

Costs listed are per credit hour.

2023-2024 Academic Year

2024-2025 Academic Year

*Does not include all fees, which will vary depending on the number of credits enrolled. Find more information and calculate your expected costs at Student Central .

• Learn about the variety of fellowships and assistantships available to graduate students.
• Visit Student Central for information about financial assistance.
• Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
• Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.
• Request info

Our faculty

• Mathematics Education Graduate Student Portal

Ed.D. in Mathematics Education This fully-online, post-masters degree is for experienced mathematics teachers, instructional leaders, and others wishing to pursue a doctorate focusing on mathematics education. Learn more

Enrique Galindo

Associate professor.

Amy Hackenberg

Erik Jacobson

Sarah Lubienski

Executive associate dean.

Erik Tillema

Amy Hackenberg Professor ED 3060 ahackenb@iu.edu (812) 856-8149

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Fariborz Maseeh Department of Mathematics + Statistics

MASEEH DEPARTMENT OF MATHEMATICS + STATISTICS

PhD Mathematics Education

The main objective of this program is to develop educators with an understanding of mathematics and its teaching and learning, and with the capabilities for research and professional practice in the field. 

This program provides a balance between mathematics and mathematics education in order to develop mathematics educators who can become: (i) Faculty members in mathematics departments or schools of education in universities, four year colleges, or community colleges; (ii) Curriculum specialists in mathematics, supervisors of mathematics at the middle school level or secondary school level, or mathematics specialists in state or local departments of education; (iii) Private sector specialists in mathematics education.

Where our doctoral program graduates are currently employed or were employed just after graduating.

Program Prerequisites

Candidates in this program must currently have (or complete during their program) a master's degree in mathematics equivalent to the MS/MA Mathematics degree or the MS in Mathematics for Teachers degree at Portland State University.

In addition to program prerequisites, applicants must meet the university's minimum admission requirements including English language proficiency .

Application Deadline

This program admits once per year for fall term only.  Applicants seeking financial support should apply by January 15th  for priority consideration. Applications will not be accepted after February 1.

Application Instructions

Cost and funding .

Refer to the University Student Finance web page for tuition and financial aid information.  

The department offers a limited number of Teaching Assistantships, Research Assistantships , Fellowships, and Scholarships.   Program applicants are able to indicate their interest in an assistantship as part of the online program application. 

Degree Requirements

Candidates must complete an approved program of 84 credit hours consisting of three major components: coursework, a research practicum experience, and dissertation research.

Coursework (54 credits)

Coursework must include a minimum of:

• 18 credit hours in Mathematics Education Research Courses (Mathematics 690 - 695)
• 18 credit hours of other 500-600 level mathematics courses
• 18 hours of graduate coursework in supporting areas outside of mathematics (such as curriculum and instruction, psychology, educational policy, science, computer science, philosophy, sociology, anthropology, etc.)

Research Practicum MTH 601 (3 credits)

The purpose of the research experience will be to provide candidates with an opportunity to use methodological techniques in mathematics education early on in their course of study. Prior to the dissertation, candidates will be expected to gain experience with the qualitative and quantitative approaches that are now used by many researchers and curriculum developers in mathematics education. Some examples of possible research practicum experiences are: case studies of students' learning documented over time, studies of teachers' practice in the mathematics classroom, documentation of teachers' beliefs about mathematics as they implement new curricula.

Dissertation Research MTH 603 (27 credits)

The PhD dissertation research will ordinarily be conducted under the guidance of a mathematics educator in the Fariborz Maseeh Department of Mathematics and Statistics. The dissertation is the most important part of a candidates program, and involves identifying and researching a significant problem which builds upon previous research, and which will make an original contribution to an area of research in mathematics education. Dissertation committees consisting of a mix of faculty with expertise in mathematics education, mathematics, curriculum and instruction, and other areas outside of mathematics education will be encouraged. After completing the comprehensive examinations, the chairperson and dissertation committee will be appointed. The student will develop a dissertation proposal which will be defended in an oral presentation to the committee. When the proposal has been approved by the committee, and if necessary by the University Human Subjects research Review committee, the student will be considered a candidate for the PhD in mathematics education. The dissertation must be completed according to the outlines of the proposal approved by the candidate's committee. Students must register for dissertation credit during each term they are engaged in dissertation research. Upon completion of doctoral thesis work, the candidate will defend the dissertation before the committee in an oral presentation that is open to other interested faculty and students. The student is expected to demonstrate knowledge of the research literature in mathematics education that relates to the particular problem chosen for research, and to show how the dissertation contributes to work in this area.

Demonstrated Competency Areas

Prior to completing their program, candidates in the Mathematics Education PhD program will be expected to demonstrate competency in the following 7 areas:

• mathematics education
• mathematics
• supporting content areas
• the use of technologies in teaching mathematics
• the application of mathematics education in an urban setting
• research in mathematics education

1. Mathematics Education

The competency in mathematics education can be met by successfully completing graduate coursework in mathematics education and the psychology of learning and by passing a written, comprehensive exam.

Coursework: Candidates must successfully complete the 6 graduate seminars in Mathematics Education (Math 690, 691, 692, 693, 694, and 695) and at least one course in the psychology of learning. 

Comprehensive Exam in Mathematics Education: Prior to being advanced to candidacy, students must pass and orally defend a written, comprehensive exam that covers the key developments and theoretical perspectives on the history of mathematics education, the teaching and learning of mathematics, and the development of curriculum in mathematics. The implications of this information for urban populations and settings will also be included. Students will have two weeks to compose their responses, which they will defend orally before an examination committee.  

2. Mathematics

Applicants to the Ph.D. in Mathematics Education are expected to have at least a master's degree in mathematics or a degree equivalent to the MS in Mathematics for Teachers (MS-MTCH) degree at Portland State University. The competency in mathematics can be met by successfully completing additional graduate-level course work in mathematics beyond the masters and by passing a written comprehensive exam.

Coursework: Candidates must complete an additional 18 graduate-level credits in mathematics beyond the masters (or the equivalent of the MS-MTCH degree at PSU) that together with their master's program reflects a sufficient breadth and depth of the topics in elementary calculus and analysis, linear and abstract algebra, geometry and topology, probability and statistics, and other applications

Comprehensive Exams in Mathematics: Prior to being advanced to candidacy, students must pass and orally defend a written comprehensive exam in mathematics that covers the big ideas of analysis, linear and abstract algebra, plus one of the following areas: probability, statistics, topology, geometry, or applied mathematics. Students will sit for the exam but will have the opportunity to defend their responses orally before an examination committee.

3. Supporting Content Areas

The competency in supporting content area(s) can be met by successfully completing 18 graduate credit hours in areas outside of mathematics such as, curriculum and instruction, psychology, educational policy, science, computer science, philosophy, sociology, anthropology, etc. Candidates will be expected to plan this portion of their program in consultation with their advisor so that the 18 credits forms a coherent supporting focus and includes at least one course in the psychology of learning.

4. Teaching

It is recommended that candidates in the PhD program acquire mathematics teaching experience at both the K-12 and the college level. At a minimum, candidates must demonstrate competency in teaching mathematics for at least one of these two levels.

5: The use of technologies in teaching mathematics

Students will be expected to acquire background and experiences in how students best learn mathematics within technologically enhanced learning environments either by working with students in K-12 classrooms or by teaching courses in the department that utilize technology (e.g., pre-calculus, calculus, linear algebra, or differential equations). The role of technology in mathematics education will be addressed throughout the doctoral program. In the seminar courses on teaching and learning (Math 693 and 694) and in the topics courses (Math 695) students will become versed in the research literature on technology in mathematics education.

The Fariborz Maseeh Department of Mathematics and Statistics also offers Math 588 "Technology for Teachers" which provides exposure to a variety of technologies including symbolic algebra manipulators (i.e., Maple, Mathematica, and Derive), graphing packages (Derive, various graphing calculators), and geometrical tools (Cabri geometry, Geometer's Sketchpad). In addition students are introduced to the various mathematics resources and information available on the World Wide Web. This course, or its equivalent, will be required of all participants in the program.

6. Applications of mathematics education in an urban setting

Portland State University and the Portland Metro area provide a "natural laboratory" for conducting research on the teaching and learning of mathematics within an urban setting. Moreover, integral to the mission of Portland State University is a commitment to work with community partners in the promotion of educational reform K-16. Candidates in the Ph.D. program will be expected to demonstrate competency in working with urban populations and settings either by providing service or conducting research with community partners.

7. Research in Mathematics Education

The competency in research in mathematics education can be met by successfully completing coursework in research in mathematics education, a research practicum project, and the doctoral dissertation.

Coursework: Students need to demonstrate experience with both quantitative and qualitative research methods which can be done through coursework and within the research practicum. Students must successfully complete Mathematics 692, Research Methodology and Research Design in Mathematics Education. Some students may also wish to take some additional coursework in research methodologies from outside areas.

In a doctoral program, the residency requirement can be satisfied in one of the follow ways:

• Three terms of full-time enrollment (minimum 9 graduate credits applicable to the degree program each term) during the first two years after admission to the program.  This may include one or more summer terms.
• Six terms of part-time enrollment (minimum 1 graduate credit applicable to the degree program each term) during the first two years after admission to the program.  This may include one or more summer terms.
• A doctoral student who was enrolled in the same major at PSU, and whose matriculation to the doctoral program immediately follows (within one calendar year) the master's degree program, may fulfill the residency requirement during the period in which the student was enrolled in the master's program

Student Handbook

For additional details please read the PhD in Mathematics Student Handbook and the general rules in the Graduate School section of the  University Bulletin .

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

Mathematics Education EdD

Doctor of Education

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.

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

• Points/Credits: 75
• Entry Terms: Spring, Summer, Fall

Application Deadlines

For details about rolling deadlines , visit our admission deadlines page.

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

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.

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.

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 6500/6501 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.

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. degree culminates in a dissertation contributing knowledge to the field and should be planned early in the doctoral degree 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. 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

Mathematics Education PhD

Program description.

Montclair State University’s PhD program in Mathematics Education is designed for students with strong backgrounds and experiences in both mathematics and mathematics education. The program prepares students to make contributions to research and practice in the field through careers including mathematics education researchers, teacher educators, leaders in school districts and educational agencies, mathematics program designers and curriculum developers, and research-driven teachers and school leaders.

Students enter the program with a variety of curricular, pedagogical, psychological, and philosophical experiences and interests related to mathematics education. While enrolled in the program, they become immersed in research, work with faculty and other students on projects, develop and carry out their own projects, and network with other members of the mathematics education research community. And as they do these things, they complete coursework focused on research in mathematics teaching, learning, and curriculum that prepares them for these scholarly activities. As many of our students have experience teaching mathematics at the elementary, secondary, and college levels, their research has the benefit of being grounded in, and applicable to, practice.

All classes are offered on campus in the evenings between 3:45 pm and 8:00 pm. Full-time students take 3 courses per semester and tend to complete the program in about 5 years; part-time students take 1 or 2 courses per semester and tend to complete the program in 7. Some courses are also offered in the summer.

Please further explore our website to learn more about the program and to learn of the program requirements and admissions process . Also take a look at our news items below to see the research that faculty and students have been involved in.

For information about the program or to talk with a member of the doctoral faculty in mathematics education, please email Dr. Steven Greenstein, [email protected] .

Fellowship Opportunities

• The Montclair State University Westerdahl Fellowships for Doctoral Studies in Mathematics Education provides full tuition and a stipend of $25,000 per year, renewable for up to four years.

Contact the Doctoral Program Director

Steven Greenstein

Associate Professor, Mathematics

Education, PHD

Option in mathematics education.

Our coursework offers flexibility so you can tailor your studies to reach your career goals. Successful degree completion requires a minimum of 69-credit hours past the master’s degree, including 15 hours of dissertation. 

Coursework typically includes: 

• Mathematics curriculum
• Teaching and learning
• Mathematics teacher education
• Philosophy of mathematics
• Qualitative, quantitative and mixed research methods

STEM Center for Research on STEM Teaching & Learning

Hub for research on teaching and learning across the STEM disciplines

Course information

Learn more about our science and mathematics education graduate programs

Research and Faculty

You will be mentored and taught by faculty who have classroom teaching experience and who are committed to supporting your research endeavors. We will work closely with you to develop skills necessary to make original and important scholarly contributions and provide opportunities to co-present or publish research-based practices alongside our faculty. Research may focus on a variety of aspects of mathematical teaching, learning and thinking and employ a wide range of quantitative, qualitative and mixed methods.

Meet our faculty

Randall and Carol White Reading and Mathematics Center

College research initiatives

Applications are accepted on a rolling basis with the following deadlines:

• Fall Priority — January 15 | Fall Final —  July 1 
• Spring Priority — September 15   | Spring Final — December 1

Please note that priority application deadlines must be met in order to be considered for scholarships, fellowships and assistantships. 

To apply to the PhD in Education, option in Mathematics Education program, complete the following:

• Graduate College application
• Transcripts from all previously attended institutions (3.0 minimum graduate GPA required)
• Three letters of recommendation 
• Current resume/vita
• Personal and career goal statement (1000 words)
• Academic or scholarly writing sample
• Analytic writing prompt
• In-person interview may be required for admission

Graduate student resources for the science and mathematics education program

Graduate student resources for the College of Education and Human Sciences

Cost & Assistance

Grant-funded assistantships are available through the Center for Research on STEM Teaching and Learning ( CRSTL ) on a competitive basis. Please contact [email protected] for more information. 

Currently enrolled students are also eligible for scholarships offered through the College of Education and Human Sciences. 

Scholarships

Assistantships

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Best Online Doctorates in Mathematics: Top PhD Programs, Career Paths, and Salary

An online PhD in Mathematics can land you a job as a math education specialist, data scientist, or information technology professional. If you prefer theoretical, dissertation, and course-based doctoral programs, then our list of the best online PhD in Mathematics is for you.

This list of PhD in Mathematics degree programs includes information technology, education, statistics, and data science postgraduate degrees with advanced mathematics components. Keep reading to find out what schools offer these programs, the course curriculum, acceptance rates, highest-paying mathematics jobs for PhD grads, and tuition rates.

Find your bootcamp match

Can you get a phd in mathematics online.

Yes, you can get a PhD in Mathematics online. However, finding online doctoral programs primarily focused on statistics, mathematics, or applied mathematics is rare. An online PhD route is apt for students looking to pursue information technology, education, or analytics-based mathematics fields.

Earning an online PhD in Information Technology allows you to advance your education in topics covering discrete mathematics, algorithms, and quantitative methods. An online PhD in Mathematics focuses on core graduate courses with a theoretical research and dissertation process. Some academic programs have a residency component required either on-site or online.

Is an Online PhD Respected?

Yes, an online PhD is respected. Online PhD programs are often considered untraditional, course-based doctoral programs, but they are currently seeing rising popularity and are on par with the curriculum of a campus-based program. Your opportunities for career advancement coincide with an on-campus PhD.

However, an online PhD in Mathematics offers limited research, topics, and dissertation scopes and can limit your career possibilities. Breaking into a mathematics academia or research profession with an online PhD can be difficult.

If you want to pursue a traditional mathematics PhD where subjects include metric space, differential geometry, algebra, and calculus, then an on-campus program is for you.

What Is the Best Online PhD Program in Mathematics?

The best online PhD program in mathematics is a PhD in Mathematics Education. This program focuses on the mathematics curriculum and educational management to help you enter the academic field. You will learn mathematical thinking , qualitative and quantitative research, geometry, and mathematical modeling.

The online math PhD programs discussed in this article cover mathematical subject areas and are more apt for those looking to enter the business, data, or tech fields. You can apply to Stanford University, Columbia University, or Harvard University to find the best in-person mathematics PhDs.

Why the University of Wyoming Has the Best Online PhD Program in Mathematics

University of Wyoming has the best mathematics PhD program because it offers an affordable and reputable online mathematics education doctorate program. This program provides in-depth coverage of mathematics and qualifies you for research or post-secondary positions in the field.

Best Online Master’s Degrees

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Online PhD in Mathematics Admission Requirements

The admission requirements of an online PhD in Mathematics include educational qualifications, GPA, and professional experience components. Universities require doctoral students to earn a 3.0 or higher GPA and have a master’s or bachelor’s degree from an accredited institution.

PhD programs from the accredited institutions in this article also require two to three letters of recommendation, a resume, and graduate courses covering math education.

Depending on the school, you might also need to submit GRE and GMAT scores and proof of three to five years of relevant professional experience. Some schools also require candidates to complete a doctoral interview that discusses their interests in the program.

• 3.0 or higher GPA and a relevant undergraduate degree or master’s degree
• Official transcripts from all attended universities
• GRE and GMAT scores
• Resume, personal statement, and letters of recommendation
• Financial assistance application
• Doctoral interview with program faculty
• Prerequisites for graduate courses providing a math education
• Proof of three to five years of professional experience in math, statistics, or a relevant field

Best Online PhDs in Mathematics: Top Degree Program Details

Best Online PhDs in Mathematics: Top University Programs to Get a PhD in Mathematics Online

The top university programs to get a PhD in Mathematics are offered at prestigious institutions like Texas A&M, Northcentral University, and the University of Wyoming. Below is a list of the best online PhDs in Mathematics, along with their program descriptions, tuition costs, and admission requirements.

This list of online PhDs in Mathematics covers a wide range of subject areas, including information technology, data science, education, and business analytics, all of which encompass mathematics topics to help you further your career in math and tech-based professions.

Capella University is a private online university founded in 1993. Its online academic degrees are catered toward adult learners and busy professionals looking to get a higher education. It offers programs covering business, information technology, psychology, education, nursing, and health science fields. 

PhD in Information Technology

If you’re interested in furthering your education in information technology with an integrated capstone project and in-field curriculum, then this degree is for you. The program includes 70 online courses covering tech research and quantitative analysis topics and allows the transfer of 12 credits. 

This program has courses on assurance controls, tech consulting, quantitative design, and complex adaptive systems. This doctoral degree program can help you enter mathematical and tech research fields. You must also complete two virtual residencies and one dissertation focusing on risk management, data science processes , or advanced computing systems. 

PhD in Information Technology Overview

• Accreditation: Higher Learning Commission
• Program Length: Maximum 4 years 9 months
• Acceptance Rate: N/A
• Tuition and Fees: $750/credit per quarter; $175 resource kit fee; $3,000/capstone per quarter

PhD in Information Technology Admission Requirements

• $50 application fee
• Transcripts from all attended universities
• Master’s degree from an accredited university
• Minimum 3.0 GPA

Capitol Technology University was established in 1927 and is a private accredited institution offering both on-campus and online degrees. It is regionally recognized as a top STEM field university and offers online bachelor's, master's, and doctoral programs. Prospective students can apply for online programs in engineering management, cyber security, computer science, product management, or artificial intelligence.

PhD in Business Analytics and Data Science

This business analytics and data science doctorate degree is apt for statisticians wanting to venture into leadership positions in data or business. Although this is an online-based program, it still requires campus visits for its residency course, oral defense, and dissertation presentation. 

The curriculum includes applied statistics, quantitative methods, big data warehousing, applied research, and economic management. You can land lucrative statistician jobs at top companies or pursue a career in data research. 

PhD in Business Analytics and Data Science Overview

• Accreditation: Middle States Commission on Higher Education
• Program Length: 3 years
• Tuition and Fees: $933 plus fees/credit for 2022 to 2023 academic year

PhD in Business Analytics and Data Science Admission Requirements

• Essay, relevant experience, and skills covering business analytics and data science 
• Two letters of recommendation
• Resume showcasing a minimum of five years of industry-relevant work experience
• Undergraduate or master’s degree
• Official college transcripts

City University of Seattle specializes in providing flexible degree programs apt for adult education. It was founded in 1973 and offers more than 65 degree and certification programs. Prospective students can enroll in its advanced online degrees covering business, project management, computer systems, or education administration. 

Several industry professionals in information technology or computer science have extensive math education. This PhD is an excellent choice for graduate students wanting to build a career in instructional technology, computer science research, or another STEM field. 

It offers cyber security, data science, artificial intelligence, or cloud computing concentrations. The data science specialization is best suited for students wanting to get theoretical and hands-on experience across math subjects. 

Some of its core courses in advanced math education cover discrete math, evidence-based practices, quantitative research, computing algorithms, and differential equation topics. The degree also requires research, a dissertation, and a residency in computer science and research. 

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• Accreditation : Northwest Commission on Colleges and Universities
• Program Length: 4 to 5 years
• Tuition and Fees: $765/credit
• Background in programming, database management, operating systems, or networking
• Resume showcasing more than two years of tech-based experience
• 400 to 600-word goal statement
• Three references and their contact information
• Admissions statement questions form
• Interview with the program faculty

Colorado Technical University offers online and on-campus programs in business, mechanical engineering, criminal justice, computer science, educational administration, and nursing education. It was founded in 1965 and currently has a robust online advanced degree program. It offers more than 80 programs to its online students. 

PhD in Computer Science with a Concentration in Big Data Analytics

According to PayScale reports, the average salary of a lead data scientist is $135,887 per year. This doctoral degree provides you with the leadership skills and hands-on experience needed to land lead data scientists’ or other senior tech positions. The degree requires you to fulfill its curriculum, residency, dissertation process, and required credit hours. 

Some of its core courses include advanced quantitative analysis, research methods, big data analysis, information systems, and business intelligence. 

PhD in Computer Science with a Concentration in Big Data Analytics Overview

• Tuition and Fees: $598/credit

PhD in Computer Science with a Concentration in Big Data Analytics Admission Requirements

• Contact an admissions officer
• Online application
• Background in research, theoretical, or other relevant fields
• Contact program faculty to find other requirements
• Doctoral interview

Grand Canyon University is an accredited school founded in 1949. It is home to over 23,500 on-campus students and provides education to more than 90,000 working adult students through its online schools as of 2021. 

Some of its popular online programs include graphic design, communication, business administration, information systems, education administration, health sciences, and data science topics. Its online options offer both undergraduate and postgraduate degrees. 

DBA in Data Analytics 

If your career goals involve business or data analytics, then this DBA will help you get your dream job in data analytics . It focuses on quantitative research and math education and includes data complexity, business administration, financial management, and research design courses. 

Its residency and dissertation process requires you to pursue research in statistical mechanics, quantitative analytics, and data science topics. You can also opt to attend its on-campus evening classes instead of its online option. 

DBA in Data Analytics Overview

• Accreditation: Higher Learning Commission 
• Program Length: 150 weeks 
• Acceptance Rate: 73%
• Tuition and Fees: $715/credit

DBA in Data Analytics Admission Requirements

• 3.4 or above GPA is preferred, with 3.0 as the minimum GPA
• MBA or business-related graduate degree
• Official transcripts of all universities attended

Iowa State University is recognized as one of the flagship public schools with a total undergraduate enrollment of 26,846 students for its fall 2020 cohort. According to US News & World Report, Iowa State University ranks 122 among the best national universities and 45 in the best undergraduate engineering programs.

PhD in Information Systems and Business Analytics 

This tech and business doctoral degree is apt for students looking for career advancement across organizational leadership, computer science academia, or business intelligence management fields. The degree map incorporates dissertation research, oral defense, and advanced degrees. 

You will learn financial management , information technology research, business analytics, and organizational leadership. Some of its math-based courses include applied statistics, logistics, differential equations, and economics. 

PhD in Information Systems and Business Analytics Overview

• Program Length: 5 years
• Tuition and Fees: $6,491/semester (in state); $14,490/semester (out of state) for fall 2021 and spring 2022

PhD in Information Systems and Business Analytics Admission Requirements

• Master’s degree preferred but not required
• Statement of purpose, CV, and college transcripts
• GMAT scores preferred, 600 minimum or equivalent GRE Scores
• Three letters of recommendation
• A writing sample relevant to the doctorate subject

Northcentral University is a private institution founded in 1996 and offers undergraduate, master's, and doctoral-level online programs. Its doctoral programs are fully online and do not include any physical residency requirements. You can choose to enroll in business administration, health sciences, education law, elementary education, technology, or public administration online programs.  

PhD in Data Science

According to the US Bureau of Labor Statistics, the job outlook for data scientists is 22 percent between 2020 to 2030 . The high job outlook makes a data science doctoral degree investment highly profitable. It’s a research-based program that includes 20 courses in subjects like data warehousing, information systems, and data science theories. 

PhD in Data Science Overview

• Program Length: 3 years 4 months
• Tuition and Fees: $68,560/program

PhD in Data Science Admission Requirements

• Academic evaluation with an enrollment advisor

Texas A&M University is a public school that was established in 1876. It has a large student population with a fall 2021 enrollment of 73,284 students. Its distance learning school offers 104 undergraduate degrees, certificates, and graduate programs. Distance learners can enroll in public administration, education law, public health, criminal justice, or engineering programs.

PhD in Curriculum and Instruction, Emphasis in Mathematics Education 

If you want to become a professor or enter the elementary education sector, then this online doctoral degree in mathematics is for you. It helps you become an education specialist in mathematics. The degree plan requires you to complete a dissertation, curriculum development, research, and core credits. 

Its courses include statistical analysis, qualitative and quantitative research, theories of education, categorical data analysis, and linear models. Some other career prospects include math education administration, data science, or statistical analytics fields. 

PhD in Curriculum and Instruction, Emphasis in Mathematics Education Overview

• Accreditation: Southern Association of Colleges and Schools, Commission on Colleges
• Program Length: 4 years 
• Tuition and Fees: $4,254/semester (in state); $9,019/semester (out of state) fall 2022 or spring 2023 for 9 credit hours per semester

PhD in Curriculum and Instruction, Emphasis in Mathematics Education Admission Requirements

• $89 application fee for online application
• Departmental essays 
• Three letters of reference

University of Central Florida is a public research institution founded in 1963. The school is best known for its engineering, computer science, public administration, and programs in education. According to US News & World Report, the University of Central Florida is among the top public schools and ranks 15 among the most innovative schools .

PhD in Education

This online PhD in Education offers course tracks across educational psychology, English, instructional design, empirical research, social science, and K-8 mathematics. If your career goals involve being in fields like education policy, education administration, or math education, then this degree is for you. 

It requires you to complete research electives, a dissertation, and 18 credit hours of core courses. It helps you master evidence-based decisions, teacher education administrative tasks, and curriculum development skills. 

PhD in Education Overview

• Tuition and Fees: $327/credit (in state); $1,151/credit (out of state)

PhD in Education Admission Requirements

• Speak with a graduate program success coach
• GMAT or GRE scores
• Transcripts from all universities attended
• Immunization forms
• Residency class form
• Contact program faculty for other requirements

University of Wyoming is among the reputable national universities and offers both on-campus and online bachelor's, master's, and doctoral programs. According to US News & World Report, the University of Wyoming ranks 196 among the best national universities and number 99 in the top public schools. 

Its online students can choose from its accounting, education policy, public administration, education law, finance, or nurse practitioner certificate or degree programs.

PhD in Mathematics Education

This math education doctoral degree focuses on qualitative research, mathematical modeling, quantitative reasoning, differential equations, and associated geometry topics. It also requires you to complete dissertation research and a preliminary exam. 

You can use this degree to venture into mathematics professor, math doctorate degree advisor, or elementary education specialist professions. 

PhD in Mathematics Education Overview

• Tuition and Fees: $7,182/year (in state); $18,324/year (out of state) for 18 credits per academic year

PhD in Mathematics Education Admission Requirements

• GRE Scores: 144 quantitative, 151 verbal, 4.0 analytical writing
• Master’s degree
• Three years of P-12 teaching or other relevant professional experience
• Meet residency and academic status requirements
• Letter of intent, three letters of recommendation, an academic writing sample, and a resume

Online Mathematics PhD Graduation Rates: How Hard Is It to Complete an Online PhD Program in Mathematics?

It is extremely hard to complete an online PhD program in mathematics. This is due to the advanced core courses, extensive research, and dissertation process requirements. Several mathematics online PhDs tend to branch into difficult subjects covering information technology, data science, or business analytics .

This requires doctoral candidates to have an extensive background in technical and advanced mathematics subjects. The timeline and approval aspects of a PhD are also demanding, leading to high attrition rates.

How Long Does It Take to Get a PhD in Mathematics Online?

It takes about four years to get a PhD in Mathematics online. However, the exact time duration can range anywhere from three to six years, depending on the candidate and program requirements. Doctoral students with transfer credit hours can complete the degree in a shorter time frame.

Students who fail to meet their dissertation process requirements or get early approval for their research topics will finish their degrees in a longer time frame. Online PhDs are catered toward full-time professionals or adult learners by offering a flexible schedule. Those who take fewer credit hours and opt for a flexible schedule will increase their degree timeline.

How Hard Is an Online Doctorate in Mathematics?

An online Doctorate in Mathematics is extremely hard. It incorporates an array of advanced subject areas and dissertation topic possibilities. The best online mathematics PhDs are offered in information technology, data science, or business analytics fields. All of these subject areas require technical knowledge and extensive research commitment and self-discipline.

Best PhD Programs

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What Courses Are in an Online Mathematics PhD Program?

The courses in an online mathematics PhD program include mathematical modeling, statistics, quantitative reasoning, and discrete mathematics. Depending on your choice of a doctoral program, your core courses might also include curriculum development, data analytics, programming languages , or financial analysis.

Regardless of the primary PhD concentration, the mathematics components of the degree will help you master advanced applied math topics.

Main Areas of Study in a Mathematics PhD Program

• Data science
• Differential equations
• Mathematics curriculum development
• Business analytics
• Quantitative and qualitative research
• Discrete mathematics

How Much Does Getting an Online Mathematics PhD Cost?

It costs $19,314 per year to get a PhD in Mathematics, according to the National Center of Education Statistics (NCES). Your online PhD tuition rates will typically range in this area but will vary from one university program to another.

NCES further reports the graduate tuition of private institutions from 2018 to 2019 was $25,929 and for public institutions was $12,171. This disparity in tuition costs is also present in online PhDs in Mathematics.

How to Pay for an Online PhD Program in Mathematics

You can pay for an online PhD program in mathematics by applying for doctoral funding programs, scholarship opportunities, or education loan financing. You can also apply for an employee sponsorship program at your workplace.

The online aspect of the PhD limits student exposure to research opportunities and graduate assistantships. You can still get in touch with a university representative to find potential internal funding opportunities, though. Doctoral students can also apply for external funding available for math programs.

How to Get an Online PhD for Free

You cannot get an online PhD for free. However, PhDs and other advanced degrees may be eligible for fully-funded scholarships, depending on the student applying for them. You can apply for university or external scholarships to fully fund your PhD, but the chances of getting a full-tuition grant are low for online programs.

What Is the Most Affordable Online PhD in Mathematics Degree Program?

The most affordable online PhD in Mathematics degree program is offered by the University of Central Florida for $18,675. The school’s PhD in Education charges $327.32 per credit hour and consists of 51 to 57 credits for the program.

Most Affordable Online PhD Programs in Mathematics: In Brief

Why You Should Get an Online PhD in Mathematics

You should get an online PhD in Mathematics because it will help you land lucrative positions in post-secondary education, management, or research. A PhD is highly respected and showcases your expertise in advanced applied mathematics topics.

Top Reasons for Getting a PhD in Mathematics

• Multifaceted career outcome opportunities. An online PhD in Mathematics covers technical and non-technical subjects, including computer science, data analytics, education management, and applied mathematics. This opens up career possibilities across several in-demand industries.
• Specialized skills. Mathematics PhDs help you acquire specialized skills in quantitative research, statistical analytics, and discrete mathematics. These skills are highly demanded in the data, research, artificial intelligence, and business industries.
• Higher salaries. These doctoral programs also qualify you for senior roles. Senior-level roles offer higher salaries and an increased earning potential.
• High job security. The US Bureau of Labor Statistics notes that the job outlook for computer and information research scientists is 22 percent between 2020 to 2030. Several online mathematics PhDs will qualify you for jobs under these tech occupations and provide you with a high job security rate.

Best Master’s Degree Programs

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What Is the Difference Between an On-Campus Mathematics PhD and an Online PhD in Mathematics?

The difference between an on-campus mathematics PhD and an online PhD in Mathematics the core course topics and research potential. The career outcomes of these types of degrees also vary depending on your choice of program. Below are the key differences between an on-campus vs an online mathematics PhD program.

Online PhD vs On-Campus PhD: Key Differences

• Tuition affordability. An online PhD in Mathematics is typically less expensive compared to an on-campus PhD. However, although an on-campus degree is more costly, there are more funding opportunities.
• More math concentrations. There aren’t many mathematics concentrations in an online program compared to in-person degrees. Most online programs offer information technology, data science, or education focused on advanced math subjects.
• Research scopes. The research topic scopes in an on-campus program are more practical, unlike dissertation-based online PhDs.
• Socialization opportunities. An on-campus PhD offers ample socialization opportunities and easy access to the program faculty and financial aid offices. This is more difficult for online doctoral students.

How to Get a PhD in Mathematics Online: A Step-by-Step Guide

To get a PhD in Mathematics online, you need to fulfill the school’s admissions prerequisites and program requirements. Below are the five main steps required to complete an online PhD in Mathematics.

You must pay the application fee, upload official transcripts, and fill out the application questionnaire. You will also submit all proof of professional experience, letters of recommendation, resumes, and personal statements. 

The admissions requirements section is where you complete a doctoral interview with the program faculty. The requirements for this interview will vary from school to school. You will discuss degree outcomes, passions, and financial payment plans during the interview.

The third step is to contact your program advisor and discuss the degree timeline and requirements. You will discuss potential research and dissertation topics.

Next, you must complete all core courses. The courses will vary depending on your major, but it is crucial to complete them to graduate both successfully and on time.

The last step is to complete your research, residency, and dissertation process. This step requires prior approval from the program’s doctoral faculty. 

Online PhD in Mathematics Salary and Job Outlook

The salary and job outlook for online mathematics PhDs will vary by industry, profession, and degree concentration. The salary can range from $79,640 to $110,000 per year, and the job growth rate can go as high as 33 percent.

What Can You Do With an Online Doctorate in Mathematics?

With an online Doctorate in Mathematics, you can become a research analyst , mathematics professor, statistician, or data scientist. You can also enter higher education management, data analytics, quantitative research, or finance analytics professions. The career possibilities with an online Doctorate in Mathematics are countless and cover many industries.

Best Jobs with a PhD in Mathematics

• Mathematics Professor
• Statistician
• Operations Research Analyst
• Mathematician
• Data Scientist

Potential Careers With a Mathematics Degree

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What Is the Average Salary for an Online PhD Holder in Mathematics?

The average salary for PhD in Mathematics holders is $110,000 per yea r, according to PayScale. However, your salary range will vary depending on your choice of profession. Education sector professions often offer lower average salaries compared to information technology or data science sectors.

Highest-Paying Mathematics Jobs for PhD Grads

Best Mathematics Jobs for Online PhD Holders

The best mathematics jobs for online PhD holders opens up opportunities across the research, data, analytics, or information technology fields. Below are the highest-paying jobs you can apply for with your online PhD in Mathematics.

A data scientist is responsible for analyzing, visualizing, and sorting raw data into useful information. They can work in a wide range of industries and work to extract useful data for optimal business operations or scientific results. 

• Salary with a Mathematics PhD: $100,910
• Job Outlook: 22% job growth from 2020 to 2030
• Number of Jobs: 33,000
• Highest-Paying States: Oregon, Arizona, Texas

A statistician is a mathematics and data science professional who uses quantitative and qualitative research in surveys to find valuable information. They are responsible for designing, conducting, and analyzing each quantitative survey. 

• Salary with a Mathematics PhD: $96,280
• Job Outlook: 33% job growth from 2020 to 2030
• Number of Jobs: 44,800
• Highest-Paying States: New York, Connecticut, Massachusetts 

A mathematician conducts research on theoretical mathematical principles to advance the mathematics, physics, engineering, data science, or economics fields. They work with mathematical modeling, statistical analysis, and quantitative reasoning to study mathematics. 

• Highest-Paying States: District of Columbia, New York, New Jersey

An operations research analyst is responsible for evaluating an organization’s operations and production plan and must suggest further productivity solutions. They use data analytics, mathematics, quantitative and qualitative research, and statistics for their jobs. 

• Salary with a Mathematics PhD: $82,360
• Job Outlook: 25% job growth from 2020 to 2030
• Number of Jobs: 104,100
• Highest-Paying States: Virginia, Alabama, Maryland

A mathematics professor works at post-secondary educational institutions and develops the course curriculum, assignments, and exams to test students in their knowledge and comprehension. They teach introductory and advanced math classes to college students and can also lead research departments. 

• Salary with a Mathematics PhD: $79,640
• Job Outlook: 12% job growth from 2020 to 2030
• Number of Jobs: 1,276,900
• Highest-Paying States: California, Rhode Island, Oregon

Is It Worth It to Do a PhD in Mathematics Online?

Yes, it is worth it to do a PhD in Mathematics online. Mathematics online PhDs cover subject areas that open up career opportunities in lucrative sectors of academics, business, data science, and tech.

PhD programs are worth it for doctorate students looking to earn a higher salary and achieve increased job security. Mathematics doctoral programs qualify you for many high-paying jobs, including university professor, research analyst, and mathematician.

Additional Reading About Mathematics

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Online PhD in Mathematics FAQ

Online mathematics PhDs cover courses in applied mathematics, discrete mathematics, statistics, quantitative research, and operations analytics topics. The core subject areas will vary depending on the focus subject of the online degree.

No, it is not easy to get an online mathematics PhD. A doctoral degree comprises research, dissertation, and advanced courses covering highly technical topics.

It will take around three to five years to complete an online mathematics PhD. Your degree timeline depends on your course schedule, dissertation process, and transfer credits.

A data science concentration is best for an online mathematics PhD. Data science is a rapidly growing field that encompasses tons of in-demand professions with high salaries. Moreover, with a data science focus, you will also get to work on a wide range of real-world problems instead of just theoretical scenarios.

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• Schools & departments

Mathematics Education PhD

Awards: PhD

Study modes: Full-time, Part-time

Funding opportunities

Programme website: Mathematics Education

Discovery Day

Join us online on 21st August to learn more about postgraduate study at Edinburgh.

Find out more and register

Research profile

By joining the School of Mathematics, you will have opportunities to interact with educational research groups in Mathematics as well as cognate disciplines such as the Edinburgh Physics Education Group, and the interdisciplinary Centre for Research in Digital Education. As a research student you will be part of a vibrant and dynamic community of educators, with expertise in educational research and opportunities to develop and pursue your research goals. You can be certain of a rich academic setting with opportunities available for students to gain a breadth of knowledge from leading experts.

You will enjoy excellent facilities, ranging from one of the world’s major supercomputing hubs to libraries for research at the leading level, including the new Noreen and Kenneth Murray Library at King’s Buildings.

Students have access to more than 1,400 computers in suites distributed across our University’s sites, many of which are open 24 hours a day. In addition, if you are a research student, you will have access to dedicated desk space with monitors and a laptop computer.

We provide all our mathematics postgraduates with access to software packages such as:

• Mathematica

Research students are allocated parallel computing time on ‘Eddie’, the Edinburgh Compute and Data Facility. You can also request use of the BlueGene/Q supercomputer facility for your research.

Career opportunities

Graduates are expected to find employment in positions at public universities, private schools, community colleges, and vocational institutions to teach students at associates, bachelors, masters, or even doctoral level.

Due to their area of expertise, many graduates with a PhD in Mathematical Education will focus on training the next generation of teachers and educational support staff for secondary schools. 


There are many other potential career paths for holders of a PhD in mathematics, including finance and IT.

Entry requirements

These entry requirements are for the 2024/25 academic year and requirements for future academic years may differ. Entry requirements for the 2025/26 academic year will be published on 1 Oct 2024.

A UK first class honours degree, or its international equivalent, in an appropriate subject; or a UK 2:1 honours degree plus a UK masters degree, or their international equivalents; or relevant qualifications and experience.

International qualifications

Check whether your international qualifications meet our general entry requirements:

• Entry requirements by country
• English language requirements

Regardless of your nationality or country of residence, you must demonstrate a level of English language competency at a level that will enable you to succeed in your studies.

English language tests

We accept the following English language qualifications at the grades specified:

• IELTS Academic: total 6.5 with at least 6.0 in each component. We do not accept IELTS One Skill Retake to meet our English language requirements.
• TOEFL-iBT (including Home Edition): total 92 with at least 20 in each component. We do not accept TOEFL MyBest Score to meet our English language requirements.
• C1 Advanced ( CAE ) / C2 Proficiency ( CPE ): total 176 with at least 169 in each component.
• Trinity ISE : ISE II with distinctions in all four components.
• PTE Academic: total 62 with at least 59 in each component.

Your English language qualification must be no more than three and a half years old from the start date of the programme you are applying to study, unless you are using IELTS , TOEFL, Trinity ISE or PTE , in which case it must be no more than two years old.

Degrees taught and assessed in English

We also accept an undergraduate or postgraduate degree that has been taught and assessed in English in a majority English speaking country, as defined by UK Visas and Immigration:

• UKVI list of majority English speaking countries

We also accept a degree that has been taught and assessed in English from a university on our list of approved universities in non-majority English speaking countries (non-MESC).

• Approved universities in non-MESC

If you are not a national of a majority English speaking country, then your degree must be no more than five years old* at the beginning of your programme of study. (*Revised 05 March 2024 to extend degree validity to five years.)

Find out more about our language requirements:

• Academic Technology Approval Scheme

If you are not an EU , EEA or Swiss national, you may need an Academic Technology Approval Scheme clearance certificate in order to study this programme.

Fees and costs

Tuition fees.

Scholarships and funding

Featured funding.

• School of Mathematics funding opportunities
• Research scholarships for international students

UK government postgraduate loans

If you live in the UK, you may be able to apply for a postgraduate loan from one of the UK's governments.

The type and amount of financial support you are eligible for will depend on:

• your programme
• the duration of your studies
• your tuition fee status

Programmes studied on a part-time intermittent basis are not eligible.

• UK government and other external funding

Other funding opportunities

Search for scholarships and funding opportunities:

• Search for funding

Further information

• Graduate School Administrator
• Phone: +44 (0)131 650 5085
• Contact: [email protected]
• Programme Director, Professor Chris Sangwin
• Phone: +44 (0)131 650 5966
• Contact: [email protected]
• School of Mathematics
• James Clerk Maxwell Building
• Peter Guthrie Tait Road
• The King's Buildings Campus
• Programme: Mathematics Education
• School: Mathematics
• College: Science & Engineering

Select your programme and preferred start date to begin your application.

PhD Mathematics Education - 3 Years (Full-time)

Phd mathematics education - 6 years (part-time), application deadlines.

We strongly recommend you submit your completed application as early as possible, particularly if you are also applying for funding or will require a visa. We may consider late applications if we have places available. All applications received by 22 January 2024 will receive full consideration for funding. Later applications will be considered until all positions are filled.

• How to apply

You must submit two references with your application.

Find out more about the general application process for postgraduate programmes:

Math, the Great (Potential) Equalizer

• Posted March 14, 2024
• By Jill Anderson
• Education Reform
• Inequality and Education Gaps
• Learning Design and Instruction
• Teachers and Teaching

Math has a problem when it comes to equitable learning.

Inequitable math instruction is a result of tracking, according to Kentaro Iwasaki , Ed.L.D.'21, a former math teacher who led new math standards in California and now works with school districts nationwide to overhaul their math programs. Tracking in math contributes to segregation, with Black and brown students often placed in lower-track classes compared to their white and Asian counterparts, he says.

“When we go into classes or schools, almost every high school is tracked. With the doors closed and just looking through the window of a classroom, if you just look inside, you can pretty much tell what is a high track class and what's a low track class just based on the student demographics. And that's really unacceptable in our education system today, and particularly this is problematic in math.”

The negative impact of tracking carries over into students' self-concept, classroom dynamics, and overall educational experiences.

As a math teacher, he dismantled an honors math program at Mission High School in San Francisco. Still, this change resulted in increased AP enrollment and passing rates for all students, challenging the notion that tracking is necessary for academic success.

“Math is being used as a vehicle to maintain segregation in our education system and that it's more comfortable for parents, particularly parents with social, cultural, political capital, to argue for segregation under the guise of mathematics and saying, ‘Well, my student is at this level, so therefore should be in this class,’ and really kept away from Black and brown students,” Iwasaki says. “No parent is going to outright say that, but in my work with parent communities and listening in and attending school board and school committee meetings, that very much is the underlying conversation and that is what district leaders, district systems, really need to confront.”

In this episode, we touch upon the concept of complex instruction, the value of de-tracking math, and how like-minded educators can forge a new identity for math in schools.

JILL ANDERSON: I am Jill Anderson. This is the Harvard EdCast.

If you look around the country, Black, brown and low-income students do not have the same access to math learning. Kentaro Iwasaki says math is a vehicle to maintain segregation in education and one he wants to dismantle. He's a former math teacher who led statewide math initiatives in California. Today, he works with districts nationwide on making math more collaborative and just. How students are tracked in math can impact everything from the quality of their teacher to classroom dynamics and graduation rates. He told me there are ways to get beyond some of these roadblocks, but it's often controversial and political for schools to do so. I wanted to hear more about how math has become so problematic. First, I asked Kentaro whether math is the greatest equalizer in education.

KENTARO IWASAKI: I certainly see math as "problem content area" that we really need to address. Bob Moses, the founder of The Algebra Project, talks about math as the civil rights issue in our education system today, and particularly just the impact on Black and brown communities. When we go into classes or schools, almost every high school is tracked. With the doors closed and just looking through the window of a classroom, if you just look inside, you can pretty much tell what is a high track class and what's a low track class just based on the student demographics. And that's really unacceptable in our education system today, and particularly this is problematic in math. I and my colleagues experience, and educators experience and districts, I think, rightfully focus in on math, particularly I would say in the middle and high school years. Many of the districts I work with in ninth grade, a ninth grader can get placed into any of one of five math classes or five levels of math.

And then even within those courses, often there's the high track and the low track, so that really impacts both a student's self-concept and how much they believe they can perform in math. It impacts every aspect of a school schedule as well. So within the scheduling system, as soon as math gets tracked, and particularly what we're seeing is that white and Asian students are predominantly put into the higher-track classes. Black and brown students are predominantly put into the lower-track classes. That impacts the whole scheduling of a school day. And so you, in essence, maintain segregation in our school system because of math.

And even with some of the districts, when I dig into their data, like one of the districts I've gotten to work with in Massachusetts, which I really appreciate them taking a deep dive into their data around equity, but they looked at students who are getting an A or B, an eighth grade math and algebra, and they were seeing that 60 to 70% of Asian students were getting recommended for geometry, the higher-track class, and 16 or 17% of black students who are getting an A or B were placed into geometry or a higher-track math class. So there's this huge disparity. And the placement guidelines for math, for most districts I've worked with, I would argue, have huge bias within them. They're primarily teacher recommendations, and often there are categories like organization or hardworking, and that's very much a cultural definition and very much there's just huge opportunity for bias in that. So just a lot of the district systems and structures certainly lend themselves to inequity in math.

JILL ANDERSON: Rand released a survey of teachers and principals recently highlighting some of the inequitable access to math learning happening around the country. This isn't news to you. You've been working on this for decades. I want to know what it actually means for those students, those Black, brown, low income students who aren't getting that access to math learning, or maybe they're not being pushed or they're just caught in the system that's keeping them down. What happens to them?

KENTARO IWASAKI: Genie Oaks has research on the experience of students in tracked classrooms and very much if you go into classrooms today, that very much is the case. So the lower tracked math classes, honestly, I feel bad for the students in them. They experienced very low-level tasks. A lot of teacher directed instruction, often worksheets, rote problem solving, few opportunities for collaboration. It feels very stagnant in the class. And then you go to a higher-level math class and there's conversation, collaboration, interesting questions. The teachers often are more dynamic, using more instructional approaches and strategies that foster engagement. And so you really see the disparity in student experience. And of course, student experience is going to lead to student outcomes, and that very much is shown in the data. So a lot of the work I get to do with teachers is really examining their own practice, and particularly around an instructional approach called complex instruction that really examines status and power dynamics in a classroom around race and gender and socioeconomic status, language, and just how status shows up in a classroom and how that gets in the way of student learning and engagement.

And once teachers can recognize that and recognize how they themselves are causing some of the status issues within a classroom and implement strategies to combat and mitigate those status issues, students really engage much more fully and learn at much greater rates. That's a lot of the work I get to take up with districts is both examining their policies, their structures, but then really getting to the practice of how teachers are going about the work of instruction in mathematics.

JILL ANDERSON: Is that how you can begin to change this on the ground? Is it through that complex instruction, which I'd love to talk more about that, but is it based in instruction?

KENTARO IWASAKI: Yeah, I think that's the million-dollar question in education. Certainly, I am an advocate of looking at policies, structures, and practices within a district system. So I feel very privileged. Right now, I'm working with Cambridge in Massachusetts really closely, and I think they as a district are really examining their policies, structures, and practices. So at a policy level, they're moving forward with a policy of all eighth graders taking Algebra 1 by 2025, so that's a very ambitious policy. And then they're also examining their structures. Within the system, where is tracking happening and what are the results of the track? There's a famous quote that every system is designed to achieve the results it does, so what are the outcomes of the tracking within the system and what is that causing? What they're seeing in their data is over a quarter of the students are Black in Cambridge, but one ninth of Black students are ending up at AP Math.

And so they are examining their own district structures around that and asking the question, how are we responsible for this? So I really appreciate that at a structural level for them to ask those questions. Also, examining their curriculum, the professional learning. And then I'm also brought in then to look at the teacher practice, which is around creating more discourse in the classroom, more equitable participation structures among students to get students really engaging and talking about math. Certainly, the more engagement students have within a math class impacts their learning. They'll learn more the more engaged they are, so a lot of the work I get to do at the teacher practice level is around that.

JILL ANDERSON: I want to talk about tracking because you need to help me understand where this is going wrong, because from an outsider perspective, someone who's not in the classroom, it seems like it would almost make sense. If a kid can't do a certain amount or a certain level of math, then they wouldn't be able to progress to a higher level. That makes sense, at least in theory. But in this case, it sounds like it doesn't work. It's just creating more inequities.

KENTARO IWASAKI: Right. Absolutely.

JILL ANDERSON: How is this happening?

KENTARO IWASAKI: I think the way you describe math as this sequential building block process, that's the way our American system has imposed mathematics upon students. But really, I come out of San Francisco Unified and I'm really grateful for those years, but San Francisco Unified talks about math as more of a web rather than a ladder. So math is very much interwoven connection among ideas, and the new California Math Framework really emphasizes these big ideas in mathematics. So when we look internationally at other countries and how they approach teaching math, it much more is in this web fashion where ideas are connected to each other. And it's really our American approach, our US approach to mathematics, that creates the sequencing and really creates barriers and gatekeepers around what a student needs to know before they can progress.

So a really common example is the fractions, decimals, and percents you need to know before you can engage in algebra, but that's really a false idea. You can engage in the larger ideas of algebra and the beauty of algebra and geometry without complete mastery of the procedures around fractions, decimals, and percents, of really being able to know down to the minutia of all the processes and procedures of that. You can still engage in the larger ideas. They reinforce each other. So if you learn algebra and incorporate fractions, decimals, percents, it's going to build on each other. So very much our American system in mathematics is one that holds up barriers and gatekeepers. And I would argue that right now the debate of mathematics in our country in multiple media sources, the Wall Street Journal , Boston Globe , San Francisco Chronicle , the New York Times , as they look at math, the math conversation, the math wars, it's not about math.

I contend that math is being used as a vehicle to maintain segregation in our education system and that it's more comfortable for parents, particularly parents with social, cultural, political capital, to argue for segregation under the guise of mathematics and saying, "Well, my student is at this level, so therefore should be in this class," and really kept away from Black and brown students. No parent is going to outright say that, but in my work with parent communities and listening in and attending school board and school committee meetings, that very much is the underlying conversation and that is what district leaders, district systems, really need to confront. And it's a very challenging time politically, but math really fits into this larger political discussion that our country is facing, communities are facing. Math is certainly at the center of much of it in schools.

JILL ANDERSON: You've done the work of dismantling an honors math program, and when I read about that, I could only begin to imagine how challenging it must be to do something like that in a school district. What was that like to come out and say, "We're going to do away with the honors math program?"

KENTARO IWASAKI: My years at Mission High School in San Francisco Unified, I was there 13 years and I often say everything I learned about education, I learned at Mission High. We were the first high school to disband our honors program and to make all of our math courses heterogeneous and essentially just get rid of the leveling. And what we saw was really a 400% increase in AP enrollment. So we went from one AP math class, which was predominantly white and Asian students, to ultimately our AP math classes being much more representative of the school community, and also increased passing rates among all students, so white and Asian students and Black and Latinx students. And whereas in prior years, there have been very few Black and Latinx students in our AP math courses, we were seeing that Black and brown students were in our AP math courses and succeeding.

There are so many components of that, both a change in pedagogy and curriculum and parent outreach and community involvement, but also just a real belief system among the staff of really believing our students are able to do this when the messaging for their whole education career has been that they are incapable in mathematics, that they are failures. So to really change that mindset, both in the educators but in the students. And I mostly get to work with teachers and leaders now, but that mindset shift really needs to happen among the educators first, and then that mindset shift getting communicated to students, both in the practices, in the structures, in the policies around mathematics so that students can experience something different in mathematics and then ultimately achieve different outcomes.

I'm really excited that the work at Mission High, the model scaled to San Francisco Unified, that in 2014, the school board adopted Math Pathways that got rid of tracking. Right now, unfortunately, San Francisco Unified is needing to retract that. So they are with change in the times, change in leadership, at this point, San Francisco Unified is re-instituting tracking within the district. But I do feel very fortunate that I was able to be at Mission High that I got to lead this work in the high school and then ultimately see that expand in the district. And then to see this work now, the Math Pathways work, make its way into the California Math Frameworks, just as the California Math Framework talks about different approaches or different math pathways that are possible for students, but to really put out these ideas that de-tracking is possible and is beneficial for all students. That message I think is both controversial and very much not accepted widely in our communities.

JILL ANDERSON: Do you have any idea around the country how many districts or states or schools are not doing the tracking?

KENTARO IWASAKI: I've found very few, and honestly, very few who want to unfortunately, or they may want to, but the political climate does not allow the leadership to move forward with it. Certainly, some charter school networks have had more freedom to get rid of tracking, but within large district systems, it's very uncommon. And within school systems, it's very uncommon. The defacto is much more maintaining tracking within mathematics, and it's just very odd to me.

Mathematics is so different from every other content area. So in ninth grade in English, you take English 9, or ninth grade English, and whatever science or social studies class in ninth grade, and there may be an honors and there may be a non-honors course in those content areas. But within math that you can take often one of four or five choices. It's very unique to mathematics and it's very unfortunate just how we're approaching this in our country.

JILL ANDERSON: Is it possible to have equitable math if you have tracking? Is there a way to do this?

KENTARO IWASAKI: I would argue that there's only equity up to a certain amount with tracking, to a certain level. I think to achieve equitable outcomes and experiences for students, we need to abolish tracking. That said, particularly I would say the tracking of honors and non-honors courses within one class like Algebra 1. But I believe that districts and school systems are working very hard to make their courses as equitable as possible. I would just argue that once there's tracking in a system, the outcomes are very limited. The messaging to students is it's one of sorting them. There's this movement in education, colonizing mindsets and education and sorting students, and categorizing them and assigning them value. And really that's what we're doing, and we're imposing this colonized mindset onto students, so then students believe the labels we place on them, that they are a non-honors student.

JILL ANDERSON: They're not good at math. You're either not good in math or you're good in math, and it just splits you into these different groups.

KENTARO IWASAKI: I've worked with districts lately that I've just asked, "Well, instead of the district or the teachers imposing their view on the students, what if the students and their families choose the level? If you're going to maintain levels within your math courses, what if the students and families make that decision themselves?" Because as soon as a teacher with all their power bestows upon a student a label, the student really internalizes that, and really that sets their trajectory or that it limits how much they're going to be able to believe that they can perform in math. Different district systems are taking this up or at least discussing this idea, even when district systems say parents can override whatever recommendation teachers make, just asking parents or students to do that I think is inequitable.

But also, just furthermore, any of the labeling that we as a school system do to students is so detrimental to them, I would say both for the honors designation and the non-honors designation. There's research from Joe Bowler about high-achieving students or honors students are given the message of their high performance, there's an immense amount of pressure they feel. Feel also like they can't ask questions or show that they don't know. And then some of her research has shown that as they progress in mathematics into higher and higher levels, they begin to actually pull away from taking courses at higher and higher levels. So I think all of this labeling we do is really detrimental to all students, and particularly, though, Black and brown students.

JILL ANDERSON: I want to hear a little bit more about complex instruction. What is complex instruction? Is this something that a teacher can do on their own, or do you need the whole school on board?

KENTARO IWASAKI: Complex instruction is an instructional approach and instructional pedagogical methodology, and it's based in cooperative learning, and it really examines status and power in classrooms within groups. So the complex instruction model uses small groups and some of the traditional components of cooperative learning roles and norms. But one of the distinctions is that as students have roles, the roles actually hold some of the social norms that we want within a classroom to maintain more of the equity and the equitable participation structures.

There are open-ended tasks so students can access them from multiple entry points. And a huge component is having teachers call out academic mathematical competencies and strengths that students display, as well as social emotional strengths around communication and collaboration. So really fostering a sense of belonging within the class, of changing student identity or their sense of themselves as math learners, and really engaging in productive struggle and discourse.

And one other component that I really love around complex instruction is it's a model that can be used with adults. So with one of the districts I've gotten to work with, at the end of the training week, just as we began to examine status and power dynamics within the adult system within the school or the district, one of the teachers raised that 80% of their department's AP math teachers are white male, and 80% of the Algebra 1 teachers are white female. And so she was calling out the status issues within the adults and within the educators themselves. And so very much my advisor at Harvard, Jal Mehta, whom I love, he talked about system symmetry. So if we're seeing inequitable structures among the adults in the system, how much more is that going to get replicated among students?

So with the educators or with the teachers, I often just say, we have 50 minutes a day with our students and we're in charge of what kind of experience they're going to have, what kind of social structure we set up. And wouldn't it be amazing if we actually set up in our classrooms a social structure that is one that we want, that is not mirrored in our society? What students experience outside of our classroom is so much of the inequity, but what if we can cast a vision, actualize a vision in our classrooms of more equitable participation, equitable outcomes and experiences for our students, really mindful of Black and brown students, their experiences in our classroom, and ensuring that they and all students are succeeding in mathematics

JILL ANDERSON: Kentaro, what if you're a math teacher and you're listening to this and you feel like you're trapped in the system? Because after our conversation, I'm thinking, just like the students, a lot of the teachers are trapped in that same tracking and they cannot change it. What can you do?

KENTARO IWASAKI: So I'll share my personal story at Mission High. When I started there in 1998, I really felt like I could not unfortunately collaborate with any of the math teachers who were there. They very much were much more traditional than I was wanting and seeing I needed. And really, I found a small group of math teachers outside of Mission High. And then eventually, slowly, year after year, one math teacher would join that I felt like I could collaborate with. And then we hired on a couple more and more, and then finally it really changed the dynamics. So I would really encourage math teachers out, there are like-minded teachers, educators, communities that you can join. Certainly reach out to me and I'm happy to see what kind of network I might be able to provide. This is a really tough journey alone.

I often say I think teaching is the hardest job I've had, even sometimes harder than parenting. And I very much want to both esteem and encourage all educators and all teachers in this work. It's such difficult work, so let's not do it alone. Let's find like-minded colleagues in this work and develop those and really share in struggles and share in encouragement and share ideas and strategies with each other.

JILL ANDERSON: Kentaro Iwasaki is the founder of Concentric Math. I'm Jill Anderson. This is the Harvard EdCast, produced by the Harvard Graduate School of Education. Thanks for listening.

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