math education phd programs pennsylvania

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Teaching, learning, and teacher education, doctor of philosophy (ph.d.), you are here, a doctoral program preparing education researchers, teacher educators, curriculum specialists, and instructional leaders..

The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers and teacher educators in universities and colleges. Focal areas include teaching and learning, research and practice in teacher education, mathematics education, science education, and the study of urban education and urban contexts. 

What Sets Us Apart

About the program.

The Ph.D. in Teaching, Learning, and Teacher Education focuses on the preparation of researchers in education. The program includes formal courses, mentored research, and informal seminars.  The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.

Fall: 3; Spring: 3

Culminating experience Dissertation

Coursework and research experiences address a range of practice-based and theoretical problems in schools and community settings from sociopolitical, cultural, philosophical, psychological, and historical perspectives. Taking an interdisciplinary stance, faculty and students explore issues of equity, social justice, and educational change in a range of formal and informal educational settings. You will build a program of study that includes courses in teaching and learning, social foundations, and research methods.  Applicants interested in the focal area of literacy are encouraged to consider the doctoral program in Literacy Studies .

Field-based research and collaborative projects with practitioners in schools or other educational settings are key components of the program. The program is designed to draw together coursework, research apprenticeship, and other professional academic activities to build a complete professional program that is tailored to your interests and needs.

As a full-time Ph.D. student, you are expected to be in residence and participate in practicum activities, courses, and other academic experiences throughout the first two years, where you will be enrolled in 3 course units per semester. Coursework and experiences are arranged around three areas or strands, including specialization courses, research methods courses, and electives/professional experiences, as well as a set of core courses. For more information about courses and requirements, visit the  Teaching, Learning, and Teacher Education Ph.D. program in the University Catalog .

Research Apprenticeship Course (RAC)

The RAC is part of the Professional Experiences strand and is designed to assist you in developing, conducting, and presenting your own original research. The course focuses on the research interests of the students and requires participation in the scheduling of activities, presentations, and directing part of the RAC agenda as it pertains to the collective needs of the group. Students from the different stages of the doctoral program will serve as mentors to one another, with faculty oversight. You will participate in the RAC beginning in the spring of your first year and continue participation until the completion of your dissertation.

Annual Self-Evaluation : Each year, doctoral students complete a Professional Self-Evaluation that is used as part of the ongoing evaluation and planning process. You are introduced to the evaluation form in the proseminar and will work on it in the spring Research Apprenticeship Course (RAC). The deadline for the Professional Self-evaluation falls in mid-autumn or mid-spring.

Qualifying Examination : The Qualifying Examination is taken by all doctoral students, most often at the end of the first year. Passing this exam is an important step in being admitted to program candidacy. In order to take the qualifying exam, you need to have completed the Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course.

Program Candidacy : You are assessed for program candidacy after successfully completing the  Doctoral Proseminar, Doctoral Foundations of Teaching and Learning, Education, Culture, and Society, 1 RAC, and 1 research methods course, and passing the Qualifying Examination. You must be in good academic standing to receive program candidacy.

Preliminary Examination : The Preliminary Examination is taken after you have completed all courses and before you begin work on your dissertation. Passing the Preliminary Exam allows you to be admitted to doctoral candidacy. You may submit a Preliminary Exam from the start of the fall semester through April 1. A description of the Preliminary Exam is available from the Division Coordinator. 

Dissertation : To complete the Ph.D., you must design and undertake an original research study under the direction of your dissertation committee. Students should see Penn GSE and Penn-wide policies and speak with their advisor about the requirements of the dissertation.

Our Faculty

Affiliated Faculty

Ryan S. Baker Professor Ph.D., Carnegie Mellon University

Bodong Chen Associate Professor Ph.D., University of Toronto

Matthew Duvall Lecturer Ph.D., Drexel University

L. Michael Golden Executive Director, Catalyst @ Penn GSE Ed.D., University of Pennsylvania

Zachary Herrmann Adjunct Assistant Professor Ed.L.D., Harvard University

Charlotte E. Jacobs Director, Independent School Teaching Residency Ph.D., University of Pennsylvania

Michael C. Johanek Senior Fellow Ed.D., Teachers College, Columbia University

Yasmin B. Kafai Lori and Michael Milken President’s Distinguished Professor Ed.D., Harvard University

Andrea M. Kane Professor of Practice, Education Leadership Ph.D., Northcentral University

Rand Quinn Associate Professor Ph.D., Stanford University

Sharon M. Ravitch Professor of Practice Ph.D., University of Pennsylvania

Susan A. Yoon Graduate School of Education Presidential Professor Ph.D., University of Toronto

"Penn taught me, Penn GSE especially, that if you have the right combination of ingredients—commitment from the structure, mentors, and colleagues—then risk-taking, innovation, and progress will for sure ignite."

Justice Toshiba Walker

Our graduates.

Our graduates are prepared for research and academic careers in education, psychology, and related human services fields.

Alumni Careers

• Adjunct Professor, Moore College of Art and Design
• Assistant Professor of Special Education, Villanova University
• Assistant Professor, Montclair State University
• Assistant Professor, Utah State University
• Director, Out of School Time Resource Center
• Postdoctoral Fellow, Temple University

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Noemí Fernández Program Manager [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Collaboratory for Teacher Education

The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.

Core Practice Consortium

The Core Practice Consortium brings together teacher educators from across institutions, disciplines, and theoretical perspectives to grapple with questions about how better to prepare novice teachers. 

Our Students

Current students in the Teaching, Learning, and Teacher Education program are researching a range of topics including mathematical practices, teacher education, maker-based project education, culturally responsive pedagogy, science education, and media making. 

View Doctoral Student Profiles

You May Be Interested In

Related programs.

• Teaching, Learning, and Teacher Education Ed.D.
• Reading/Writing/Literacy Ph.D.
• Reading/Writing/Literacy Ed.D.
• Learning Sciences and Technologies M.S.Ed.
• Teaching, Learning, and Leadership M.S.Ed.
• Education, Culture, and Society Ph.D.

Related Topics

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Ph.d. in education mathematics education specialization .

Doctoral students in the Mathematics Education specialization work closely and collaboratively with faculty, engaging in research designed to enrich mathematics teaching and improve mathematics learning for all students. A distinctive feature of the specialization area in mathematics education is the integration of teaching and research experiences.

Students in this specialization

• Examine critical issues of mathematics teaching and learning across K-12 and undergraduate levels.
• Teach undergraduate mathematics content and methods courses for prospective K-8 teachers.
• Participate in course instructor groups to study and revise components of these courses.
• Conduct research in your area of interest with the support of internationally-recognized faculty.
• Engage in multiple opportunities to present research in progress and receive feedback from faculty and peers.

Program Coordinator: Dr. Teomara Rutherford

Specialization Coordinators: Dr. Charles Hohensee

Admission Requirements

In addition to the  admission requirement of all applicants to Ph.D. programs in the School of Education, applicants to the program in Mathematics Education are expected to hold a Bachelor’s degree in mathematics or equivalent and/or a Master’s degree in mathematics, mathematics education, or a related field. School teaching experience is preferred. Applicants with special strengths and somewhat different profiles, such as educators who have an interest in further exploring the teaching and learning of mathematics, will also be considered.

Specialization Coursework

In addition to the Doctoral Core Courses, the following specialization courses are required of all Ph.D. students in mathematics education.

• EDUC 833: Research and Theory of Mathematics Learning
• EDUC 834: Research and Theory of Mathematics Teaching
• EDUC 835: Research and Theory of Mathematics Curriculum
• EDUC 836: Research and Theory of Mathematics Teacher Education and School Improvement

Note: the fourth course fits into the curriculum as a course needed for the specialization.

Sample Course Schedules

Sample Mathematics Education course schedules for students who enter the Ph.D. program in the following semesters are available through the links below.

• Students entering in the Fall of odd years
• Students entering in the Fall of even years

Specialization Requirements

All PhD students in the mathematics education specialization must complete the following additional requirements.

• Enroll in the seminar course EDUC 838: Research Issues in Mathematics Education (1 credit) in the first 3 semesters for credit and in the remaining semesters as a listener.
• Complete a  Qualifying Study  that will be submitted as part of your Qualifying Examination.
• Pass the  Qualifying Examination  in mathematics education, taken after completion of the four mathematics education courses (usually taken during the summer of Year Two).
• Develop a portfolio demonstrating expertise in the common activities of the profession (e.g. ,  presenting a paper at a professional conference).

Alterations in the program require approval of the full faculty in mathematics education.

Recent Graduates

Our graduates accept academic positions in research universities, departments of education, and school districts, as well as industry positions in educational organizations.

For example, recent PhD in Education graduates with a mathematics education specialization have accepted positions at Washington State University, Western Michigan University, Iona College, University of Southern Mississippi, University of California Chico, Delaware State University, University of Delaware, The College of New Jersey, Towson University, Central Michigan University, West Chester State University, University of Missouri, Rowan University, Salisbury University, Kennesaw State University, University of Northern Iowa, University of Pittsburgh, California State University in Fullerton, Stockton University, Montclair State University, Shippensburg University of Pennsylvania, Purdue University Fort Wayne, Virginia Tech University, Illinois State University and Manhattanville College.

Program Faculty

Our faculty hold grants from the National Science Foundation, the Institute of Education Sciences and private foundations. They have been recognized for their work by the American Educational Research Association, American Association of Colleges of Teacher Education and National Council of Teachers of Mathematics.

Doctoral Students

Student Spotlight

Amanda Mohammad Mirzaei

“I have experienced a rigorous program in pursuing my Ph.D. in Education at UD, and it certainly hasn’t been a walk in the park. However, the support from the faculty and other graduate students has guaranteed that even at its most difficult, juggling the demands of this degree while pursuing a personal life isn’t impossible. I am happy that I chose the University of Delaware for my Ph.D. program and I would choose it again without hesitation.”

Research Projects

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Ph.D. Program

The degree of Doctor of Philosophy in Applied Mathematics and Computational Science is conferred in recognition of marked ability and high attainment in advanced applied and computational mathematics, including the successful completion of a significant original research project. The program typically takes four to five years to complete, although this length may vary depending on the student. Below, we describe the requirements and expectations of the program. All graduate students require a 3.0 GPA to graduate (no exceptions).

Written Preliminary Exam

Upon entry into the Ph.D. program, students are required to take the Written Preliminary Exam, typically scheduled the week before classes start in the Fall semester. The coverage of the exam is in Linear Algebra, Advanced Calculus, Complex Variables, and Probability at the undergraduate level. Details of the exam can be found here: Preliminary Exam Details

The student must pass the exam to continue as a Ph.D. student. The Written Exam is offered in April and August. If the student fails on the first attempt, two more attempts are granted (three attempts total).

Course Requirements

The student must take the following six core courses:

• Analysis: AMCS 6081/6091 (MATH 6080/6090)
• Numerical Analysis: AMCS 6025/6035
• Probability and Stochastic Processes: AMCS 6481/6491 (MATH 6480/6490)

These six core courses are to be completed in the first and second years of graduate studies.

Ten elective courses (a total of 14 courses) are required for graduation. These elective courses should be chosen according to the interests and/or research program of the student and must contain significant mathematical content. Whether a given course can be counted toward AMCS elective course credit will be decided in consultation with the Graduate Chair. Recent courses approved for elective credit can be discussed with your advisor and the Graduate Group Chair.

Deviations from the above may be necessary or recommended depending on the individual student; such decisions are made with the approval of the graduate chair.

Choosing an Advisor

In the first two years of graduate studies, students must choose their thesis advisor. Some students already have an advisor to whom they have committed upon entry to the program. Other students will typically start working with their prospective advisors in the latter half of the first year or the summer between the first and second year.

The purpose of the oral exam is to assess a student’s readiness to transition into full-time research and eventually write his or her dissertation. This exam will be taken by the end of the third year of graduate study.

First, an oral exam committee must be formed, consisting of three faculty members, two of whom must belong to the AMCS graduate faculty. The student must then produce a document of up to about 20 pages describing the research proposal and background material, which is then approved by the oral exam committee before the exam. In the exam, the student will give an oral presentation to the committee. A discussion with the committee follows this. In the oral exam, the committee may ask the student about the presentation as well as about necessary background material as seen fit by the committee. If the student fails this exam, the student will have one more attempt.

Dissertation and Defense

The dissertation must be a substantial original investigation in the field of applied mathematics and computational science, done under the supervision of a faculty advisor. A Ph.D. Thesis Committee consists of at least three faculty members, including the thesis advisor. When the dissertation is complete, it must be defended in a Dissertation Exam, at which the student will be expected to give a short public exposition of the results of the thesis and to satisfactorily answer questions about the thesis and related areas.

Teaching Assistant

Full-time students admitted to our Ph.D. program who are offered a financial support package for four years of study are required to be teaching assistants during the second year. Students for whom English is not their native language are required to pass a test the “Speak Test” (IELTS) demonstrating proficiency in English. More information can be found on the English Language Programs  web page.

https://www.elp.upenn.edu/institute-academic-studies/requirements

Mathematics and Statistics Graduate Programs in Pennsylvania

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School of Arts & Sciences - University of Pennsylvania

Philadelphia, PA •

University of Pennsylvania •

Graduate School

University of Pennsylvania ,

Graduate School ,

PHILADELPHIA, PA ,

Mellon College of Science

Pittsburgh, PA •

Carnegie Mellon University •

Blue checkmark.

Carnegie Mellon University ,

PITTSBURGH, PA ,

College of Arts and Sciences - Lehigh University

Bethlehem, PA •

Lehigh University •

Lehigh University ,

BETHLEHEM, PA ,

San Francisco State University

Graduate School •

SAN FRANCISCO, CA

• • Rating 4.19 out of 5   52

Wilkes University

WILKES-BARRE, PA

• • Rating 4.21 out of 5   24

The University of Texas Rio Grande Valley

EDINBURG, TX

• • Rating 4.59 out of 5   115

Bucknell University

Lewisburg, PA •

LEWISBURG, PA ,

Bryn Mawr College The Graduate School of Arts and Sciences

Bryn Mawr, PA •

Bryn Mawr College •

• • Rating 5 out of 5   2 reviews

Other: Biomedical is other my program,my best is medicine I love it and I don't have worst part from science ... Read 2 reviews

Bryn Mawr College ,

BRYN MAWR, PA ,

2 Niche users give it an average review of 5 stars.

Featured Review: Other says Biomedical is other my program,my best is medicine I love it and I don't have worst part from science .

Read 2 reviews.

Villanova University College of Liberal Arts and Sciences

Villanova, PA •

Villanova University •

• • Rating 4.8 out of 5   5 reviews

Alum: Overall, my academic experience was rigorous and I did enjoy it. I learned a lot and I formed great relationships with my professors and colleagues. However, Villanova lacked support in the social aspect of my academics due to the demographics since it is a predominately white institution. ... Read 5 reviews

Villanova University ,

VILLANOVA, PA ,

5 Niche users give it an average review of 4.8 stars.

Featured Review: Alum says Overall, my academic experience was rigorous and I did enjoy it. I learned a lot and I formed great relationships with my professors and colleagues. However, Villanova lacked support in the social... .

Read 5 reviews.

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Eberly College of Science

State College, PA •

Penn State •

Penn State ,

STATE COLLEGE, PA ,

Kenneth P. Dietrich School of Arts and Sciences

University of Pittsburgh •

University of Pittsburgh ,

College of Science and Technology - Temple University

Temple University •

Temple University ,

Drexel University College of Arts and Sciences

Drexel University •

Drexel University ,

College of Business and Engineering - Wilkes University

Wilkes-barre, PA •

Wilkes University •

Wilkes University ,

WILKES-BARRE, PA ,

College of the Sciences and Mathematics - West Chester University of Pennsylvania

West Chester, PA •

West Chester University of Pennsylvania •

West Chester University of Pennsylvania ,

WEST CHESTER, PA ,

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SLIPPERY ROCK, PA ,

College of Science and Technology - Millersville University of Pennsylvania

Millersville, PA •

Millersville University of Pennsylvania •

Millersville University of Pennsylvania ,

MILLERSVILLE, PA ,

John J. and Char Kopchick College of Natural Sciences and Mathematics

Indiana, PA •

Indiana University of Pennsylvania •

Indiana University of Pennsylvania ,

INDIANA, PA ,

College of Architecture & the Built Environment - Thomas Jefferson University

Thomas Jefferson University •

PHILADELPHIA, PA

College of Health - Lehigh University

BETHLEHEM, PA

• • Rating 5 out of 5   1

Colorado School of Mines

• • Rating 4.3 out of 5   10

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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

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.

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Mathematics, MA

The Masters of Arts program in mathematics is intended for students who wish to go into professional careers in mathematics, and who have a background corresponding to an undergraduate mathematics major.

Students in the masters program take at least eight graduate mathematical courses numbered 5000 and above, including at least one each in algebra, analysis, and geometry-topology. The other courses can be in either pure or applied mathematics, and some can be taken in other departments. There is also a requirement to pass the Masters Preliminary Exam and to submit and defend a masters thesis. 

The masters degree can also be earned by Penn Math Ph.D. students, on the way to their Ph.D. In addition, Penn Ph.D. students in allied fields of study can also apply to enter the masters program in mathematics, which can allow them to earn both degrees simultaneously.

For more information: https://www.math.upenn.edu/graduate

View the University’s  Academic Rules for Research Master's Programs .

A total of 8 course units are required for graduation. A minimum of 4 course units must be taken at the University of Pennsylvania.

At least four courses must be taken in the Penn Mathematics Department. Among these courses, every student must take at least a semester of graduate courses in each of algebra, analysis and geometry-topology.

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2023 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

Bridge to Ph.D. Program

The Bridge to PhD is a master’s program in mathematics offered by the University of Pennsylvania. The goal of this program is to increase the number of PhD’s awarded in mathematics at Penn to members of groups that are traditionally underrepresented. This program is different than conventional master’s programs as students will be fully funded and prepared for direct entry into a PhD program. 

For more information, visit http://bridge.math.upenn.edu .

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Doctor of Philosophy (PhD) in Mathematics Education

Graduate Programs

The Ph.D. program emphasizes research and requires a written dissertation for completion. The program is individualized to meet the needs of graduate students. The student must develop, with the guidance from the major professor and committee, a program that is applicable to their background and interest. The average Ph.D. program requires 4-6 years beyond a master’s degree. The program is comprised of coursework in four major areas.

• Mathematics Education
• Mathematics or a related area
• Cognate Area
• Research Core

This residential program has rolling admission Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “Admissions” section below.

• July 1 is the deadline for Fall applications.
• November 15 is the deadline for Spring applications.
• March 15 is the deadline for Summer applications.

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

APPLICATION PROCEDURE

Application Instructions for the Mathematics Education PhD program from the Office of Graduate Studies:

In addition to a submitted application (and any applicable application fees paid), all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

Here are the materials required for this application:

• Transcripts (from all universities attended, including an earned bachelor’s degree from a college or university of recognized standing)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Academic Statement of Purpose
• Personal History Statement
• Writing Sample
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students to submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Curriculum and Instruction
• Please select an Area of Interest: Mathematics Education
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

Program Requirements

I. mathematics education courses (15 – 18 hours).

In mathematics education, students engage in courses that cover topics in the cognitive and cultural theories of learning and teaching mathematics, and the role of curriculum in mathematics education. A three (3) course sequence is required that consists of:

• EDCI 63500 – Goals and Content in Mathematics Education
• EDCI 63600 – The Learning of Mathematics: Insights and Issues
• EDCI 63700 – The Teaching of Mathematics: Insights and Issues

In addition, students are encouraged to take (6 – 9) hours of EDCI 620: Developing as a Mathematics Education Researcher

II. Related Course Work (minimum 6 hours)

All students should have appropriate course work in mathematics, statistics, educational technology, or a related field. Students without a master’s level background in mathematics may be required to take more courses in mathematics. This will be determined by the student’s major professor and advisory committee.

III. Cognate (9 hours)

Students will take three graduate courses in a self-selected cognate area. Cognate area selection should be discussed with the student’s major professor and advisory committee. Possible cognate areas include: mathematics, psychology, philosophy, sociology, technology.

IV. Research Core Courses (15 hours)

All doctoral students in the Department of Curriculum and Instruction must complete five (5) courses from areas in research methodology and analysis before beginning their dissertation:

• EDPS 53300 – Introduction to Research in Education
• EDCI 61500 – Qualitative Research Methods in Education
• MA 51200 – Introductory Statistics
• Advance electives in either quantitative or qualitative methods
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Acquire a foundation in pure and applied mathematics and earn a Bachelor of Arts or a Bachelor of Science degree in mathematics.

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Federal grant supports Penn College math curricula redesign

Published 04.29.2024

The U.S. Department of Education has awarded Pennsylvania College of Technology a Title III Strengthening Institutions Program Grant to implement a redesign of its math curricula that is poised to become a national model for best practices.

For the first year of the five-year project, Penn College has received $416,236. Over the course of the project period, extending through the 2027-28 academic year, the grant will award the college $2,140,307, which is 100% of the total cost of the initiative.

Titled “Improving Success and Retention for Underserved Students at Penn College,” the project is geared toward strengthening the institution to better serve students, specifically those in developmental math courses. As gateways to most STEM majors, math courses are crucial for preparing students for sustainable, highly needed careers supporting the American workforce and economy.

“The awarding of the grant is a testament to our unwavering commitment to student learning,” said Joanna K. Flynn, vice president for academic affairs and provost. “This funding reinforces our dedication to providing transformative educational experiences, equipping our students with the skills and knowledge necessary to thrive in their chosen paths. We embrace this opportunity with enthusiasm, reaffirming our mission to cultivate future leaders and innovators. I extend my appreciation to the faculty and staff who have contributed to this endeavor, exemplifying our collective dedication to student success.”

Grant funds will be utilized for personnel, classroom equipment and professional development expenditures. 

In addition to hiring a math coordinator, project coordinator and professional math tutors, the project will enhance classrooms by creating three “smart rooms,” featuring a range of audiovisual technologies supporting the integration of online learning. The “smart rooms” and seven additional classrooms will also receive wall-to-wall whiteboard installations to promote collaboration and student engagement during lessons.

“We’re aiming to create a more engaging and interactive math classroom experience, specifically designed for our technology-focused students,” said Ed Owens, associate professor of mathematics and math coordinator for the grant. “Classroom practices are being adapted to focus even less on traditional lecture, with students collaborating more in small groups, actively engaging and brainstorming ideas on whiteboards. This hands-on approach encourages movement, interaction and discussion, similar to the lab experiences of technical students. By incorporating active learning elements and providing support from faculty and support services, we believe this approach will not only enhance students’ math comprehension but also foster a stronger sense of community and teamwork in the classroom. I’m excited for the fall semester when we’ll start piloting this active and engaging instructional method in some of our classes.”

Throughout the project, faculty and tutors, as well as select staff from the college’s Michael J. Hudock Sr. Center for Academic Excellence, will receive professional development training focused on cultural competencies, active and student-centered learning and engagement, and collaborative coaching. Attendance at national conferences will also be supported.

While most of the focus will be on developmental math courses MTH 004 and MTH 005, the project will also address students’ reading skills as they relate to the mathematics applications in their coursework.

Though many faculty will be incorporating active-learning strategies in their mathematics courses as part of the effort, faculty joining Owens in curriculum construction are LeAnn M. Henry, assistant professor of mathematics; Tiffany D. Schwanger, instructor of mathematics; and Shelley L. Litz, assistant professor of reading. 

Penn College has a proven track record in increasing students’ math scores. In 2016, a pilot project focusing on college algebra and trigonometry introduced a lab component and other collaborative learning techniques. This plan produced a rise in test scores of striking proportions. The endeavor attracted attention from other colleges and universities seeking to replicate its success, and ultimately led to the addition of a lab component for all college algebra and trigonometry courses.

To learn more about Penn College’s math courses, contact the School of Business, Arts & Sciences at 570-327-4521.

For more about Penn College , a national leader in applied technology education, email the Admissions Office or call toll-free at 800-367-9222.

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Graduate Program Data

Grad program overview

Applicants to the mathematics graduate program are evaluated on the basis of their transcripts (courses taken and grades earned), letters of recommendation, GRE scores, TOEFL or TSE scores (for non-native English speakers), personal statement, and other material in their applications. The entire application package is considered, and no one portion guarantees admission (although weaknesses in one area should be compensated by strengths in another area). Applicants should have taken courses in advanced calculus/analysis and in abstract and linear algebra with proofs; and mathematics course grades should be mostly A or A- (or the equivalent). Letters of recommendation should be from mathematics professors who can evaluate the applicant's knowledge and ability, concerning mathematical material at an advanced level.

Non-native English speakers should preferably have a TOEFL score of at least 100 on the ibt exam (and at least 20 on the spoken English portion of that exam), or at least 250 on the computer-based exam; scores on the TSE should be at least 50.

Over the past few years, the average number of applications submitted to our graduate program per year was around 300. We admitted about 20-30 students per year to our Ph.D. program. Of these, an average of 10-12 entered our program per year.

A majority of our Ph.D.'s take academic jobs in mathematics following their Ph.D. The remainder take other mathematically related jobs, in areas such as computer vision, genomics, medical imaging, mathematical finance, or artificial intelligence.

Graduating students receive help from the Mathematics Department in their employment search. This includes guidance about how to apply in an effective way; logistical help with submitting letters of recommendation; and help in providing information about the applicant's teaching and research to potential employers.

More information.

Students and Support

Currently there are about 55 Ph.D. students in our graduate program. Of these, almost all are full-time. Almost half of our graduate students entered our program from colleges or universities outside the United States, from a wide variety of countries including Australia, Brazil, Bulgaria, Canada, Chile, China, Germany, Ghana, Greece, India, New Zealand, Norway, Pakistan, Romania, Russia, Korea, Singapore, Switzerland, Thailand and Vietnam. We strive to have a diverse community of students including women and those from other groups that are under-represented in mathematics.

Our financial support package lasts for five years for students making good progress toward their Ph.D., and students typically complete their Ph.D.'s within this time frame. The support package includes at least four semesters with no teaching required, as well as three summers of funding with no teaching required. The current academic year stipend for Ph.D. students is $40,500 for twelve months, which includes the summer stipend, in addition to a full-tuition scholarship and free health insurance. ( Students are expected to be in residence on campus during the summer months when they are funded, unless they arrange otherwise with the graduate chair of the program & their advisor. ) Mathematics graduate students also receive office space with a computer, and access to the Mathematics Reading Room and the Math-Physics-Astronomy Library. All Penn students have access to a free gym membership to Pottruck Recreation, including the basketball and tennis courts, and the swimming pool. Students also have access to Penn Transit which operates an evening shuttle service, providing transportation free of charge to and from campus pick-up locations to any address within the service boundaries.

Courses, Requirements and Mentoring

The Penn Mathematics Graduate Program offers three degrees: the masters degree (A.M.), the M.Phil. degree (for students who already have a masters degree), and the Ph.D. The Ph.D. is a research degree; the M.Phil. is a terminal professional degree; and the masters degree can be earned either as a professional degree or as a step in the Ph.D. program.

Ph.D. students typically take four courses each semester during their first year, and three courses in other semesters when they teach, until they complete the course requirement (a total of 20 courses). There are many courses to choose from, but all Ph.D. students must either take, or place out of, the following required courses:

• In geometry-topology: Math 600, 601.
• In algebra: Math 602, 603.
• In analysis: Math 608, 609.

These courses are usually taken in the first year of the program. Students who place out of these courses, by demonstrating their knowledge of the material to the instructor, may take other courses instead. In the second year, students typically take courses related to their areas of greatest interest, and in preparation for their oral exam (the Ph.D. Preliminary Exam). In the third year, students concentrate on their research, and typically complete their course requirement by taking topics courses in the area of their dissertations, independent studies, reading seminars, etc. (Students can complete their course requirement sooner by transfering up to eight courses taken as a graduate student elsewhere .)

Ph.D. students can receive a masters degree on the way to the Ph.D. by completing the requirements for that degree (eight graduate courses, with at least one each in algebra, analysis, and geometry-topology; passing the Masters Preliminary Exam ; and submitting and successfully defending a masters thesis. Apart from the masters thesis (which is optional for Ph.D. students), Ph.D. students are expected in their first year to complete the requirements for the masters degree, and to achieve a distinguished pass on the Masters Preliminary Exam. (By doing this and by doing well in their classes, students satisfy the Qualifications Evaluation.) Ph.D. students are expected to take their oral Ph.D. Preliminary Exam by the end of the second year, unless given an extension by the Graduate Group Chair.

Students receive mentoring from both their faculty advisor and the Graduate Chair. Students have a pre-thesis advisor from the time they enter the program. Following passage of the oral exam, students select a Ph.D. thesis advisor, who becomes their main mentor. They also receive additional mentoring from their Ph.D. Advisory Committee, with whom they discuss the topic of their dissertation ( Ph.D. thesis ). These discussions are in lieu of a formal written dissertation proposal. Students also receive mentoring concerning their teaching (as TAs) from the faculty and senior grad students who coordinate the TA training program.

More information about Graduate Courses .

More information about requirements for the masters , M.Phil , and Ph.D. programs.

SAS PhD STUDENT LEAVE OF ABSENCE POLICY

Penn has a PhD student leave of absence policy. The policy is available in the Pennbook , though its essential elements are as follows:

PhD students can be granted a leave of absence for military duty, medical reasons, or family leave. Military, medical and family leave “stops the clock” on time to completion. Personal leave for other reasons may be granted with the approval of the Graduate Group Chair in consultation with the Graduate Dean, but does not, absent exceptional circumstances, “stop the clock” on time to completion. While on leave, a student’s funding from the University is deferred until the student returns from leave. Students receiving funding from external sources, such as government grants, are subject to the conditions established by the funding source. Students whose University funding includes coverage of the Penn Student Health Insurance Plan will continue to receive coverage for their individual health insurance while on medical or family leave for one full semester. The procedures for requesting and returning from leave are outlined here . For information regarding the Penn Student Insurance Plan (PSIP) while on leave, see: https://provost.upenn.edu/covering-psip-phd-students-medical-or-family-l... .

Following a leave, students are expected to fulfill any/all unmet service obligations.