Doctor of Philosophy
The Mathematics Education Doctoral Program is committed to providing doctoral students with the skills, knowledge and dispositions that can ensure they are able to contribute to the global mathematics education community, and connect with other researchers (Fey, 2001). Therefore, we seek to achieve the following goals, which are adapted from Fey (2001):
- Develop doctoral students’ depth of pedagogical and content knowledge that promotes a desire to grow mathematically and as educators.
- Provide opportunities for all doctoral students to gain experience as a teacher educators, who utilize emergent technologies.
- Promote an awareness of social and educational context that can influence the quality of education students in grades K-20 receives.
- Foster leadership and professional development initiatives for doctoral students, which provide an opportunity to observe dynamic changes in mathematics education over time.
- Provide platforms for doctoral students to clearly communicate their ideas, in a persuasive fashion, in an effort to further transform the quality of education and increase equitable opportunities.
- Expose doctoral students to qualitative and quantitative research practices that can be used to critically examine the field of mathematics education, engage in policy analysis, and develop curriculum.
- Facilitate an understanding of how students learn different mathematical concepts, and the various stages of development, particularly to mathematics.
The mathematics education program at the University of South Florida has a long history, with graduates dating back to the 1970s. According to Reys, Glasgow, Teuscher, and Nevels (2008), “ A total of thirty-nine institutions graduated doctorates in each of the five decades from 1960 to 2005” (p. 10). The average number of graduates per institution is at least 4 per year, and approximately 21 students over a forty-year span. At the University of South Florida, we had 36 doctoral graduates from 1970 to 2015; more particularly, we had one person earned a doctoral degree in 1970s, six individuals earn their doctoral degree in the 1980s, nine individuals earn their doctoral degree in the 1990s, six individuals earn their doctoral degree in 2000-2008, and fourteen individuals earn their doctoral degree between 2009-2015.
Admitted students should contact the doctoral student advisor, Dr. Ruthmae Sears, for a copy of the Mathematics Education Doctoral Student Handbook.
Fey, J. T. (2001). Doctoral programs in mathematics education: Features, options, and challenges. In Robert E. Reys, and Jeremy Kilpatrick (Eds.), One field, many paths: U.S. doctoral program in mathematics education. 9, p. 55-62. Providence, Rhodes Island: American Mathematical Society in cooperation with Mathematical Association of America.
Reys, R. E., Glasgow, R., Teuscher, D., & Nevels, Nevels (2008). Doctoral production in mathematics education in the United States 1960-2005. In Robert E Reys and John A. Dossey (Eds.), U. S. doctorates in mathematics education: Developing stewards of the discipline, 15, p. 3-18. Providence, Rhodes Island: American Mathematical Society in cooperation with Mathematical Association of America.