Texas State offers opportunities to work with outstanding faculty in a collegial atmosphere where mathematicians and math educators work closely together. The multi-faceted program offers a strong mathematics foundation and research opportunities through Mathworks, grant activities, and local school partnerships that prepare students to become leaders in mathematics education research.
Students develop a strong background in mathematics and mathematics education and engage in mathematics education research.
Contact The Graduate College for general questions about getting started with your application, funding your degree, and more.
If you have program-specific questions after reviewing the program details, we encourage you to contact the following:
“I am excited to begin my career as an assistant professor of mathematics at Southern New Hampshire University! My time at Texas State University has been instrumental in preparing me to dedicate my career to mathematics education.ˮ
— Christina Starkey, Ph.D. ’16
Mathematics education doctoral students will complete core courses in mathematics and mathematics education. The program also requires elective courses from areas such as teaching specialized content, teaching K-12 students, mathematics technology, problem-solving for secondary students, reasoning, and proof. The culminating research activity is a dissertation. Graduates develop a well-balanced foundation in mathematics content, the ability to link mathematics content to pedagogy, and the background needed to conduct original research in mathematics education. A rich research environment supports each doctoral student’s research interests with a variety of weekly seminars, including colloquia by national leaders in mathematics and mathematics education.
|Degree||Course Work||Dissertation||Total Hours|
|Ph.D.||60 hours||18 hours||78 hours|
Mathworks, an on-campus center for mathematics education, provides a laboratory for developing and testing new ideas, with special programs for middle and high school students, teacher training and curriculum R&D.
The doctoral program’s strength lies in the depth and breadth of the mathematics core courses that complement core courses in mathematics education. The mission is to develop graduates who can contribute to research as future leaders in mathematics education, with a vision of enhancing our programs nationally for research and innovation in mathematics education.
The goals are:
- to develop a well-balanced foundation in mathematics content
- to link mathematics content to pedagogy that addresses the educational needs throughout the P-20 continuum
- to contribute to advancing knowledge in mathematics education through original research
- to produce high-quality mathematics teachers at all levels
The Department of Mathematics has over 75 full-time faculty members with diverse areas of interest and training, including about 20 faculty members with research interests in mathematics education, one of the largest and most active groups in the country. Faculty research areas include mathematics instruction for English Language Learners, international comparative education, complex instruction, mathematics modeling, research in mathematics education, teacher professional development, curriculum design, and implementation, Mathworks outreach programs and summer math camps, classroom discourse, assessment, teacher noticing, statistics education and productive struggle.
Graduates of the program are well prepared for positions such as:
- faculty members of colleges and universities
- decision-makers in state or local education agencies
- researchers in think tanks, corporations, or nonprofit agencies
- high-ranking members of foundations or organizations
|Fall||January 10||January 10|
|Spring||August 10||August 10|
|Summer I||No Admission||No Admission|
|Summer II||No Admission||No Admission|
The items required for admission consideration are listed below. Additional information for applicants with international credentials can be found on our international web pages.
Transcripts & GPA
- baccalaureate degree or higher (or the equivalent thereof) in mathematics, mathematics education, or a related field from a regionally accredited university
- a copy of an official transcript from each institution where course credit was granted
- minimum 3.0 GPA in your last 60 hours of undergraduate course work (plus any completed graduate courses)
Review important information about transcripts. Official transcripts, sent directly from your institution, will be required if admission is granted.
- GRE not required
Documents & Other Requirements
- interview with faculty
- statement of purpose (500 words) describing your background and professional goals, including your rationale for pursuing a doctoral degree in mathematics education and your teaching philosophy
- three letters of recommendation addressing your professional and academic background as well as research and teaching potential
- two years of teaching experience. Read additional information below.
Review important information about documents.
TOEFL, PTE, or IELTS Scores
Applicants are required to submit TOEFL, PTE, or IELTS scores that meet the minimum program requirements below unless they have earned a bachelor’s degree or higher from a regionally accredited U.S. institution or the equivalent from a country on our exempt countries list.
- official TOEFL iBT scores required with a 78 overall
- official PTE scores required with a 52 overall
- official IELTS (academic) scores required with a 6.5 overall and
- minimum individual module scores of 6.0
This program does not offer admission if the scores above are not met.
Review important information about official test scores.
The deadline for applying for teaching assistantships is March 1 for the fall semester and October 1 for the spring semester. The deadline for apply for graduate fellowships (only for new doctoral students) is February 22 for the fall.
Each student in the mathematics education program is expected to have two years teaching experience. If you have taught for two or more years at full-time status in the public school system, you will be considered to have met this requirement. If you have not met this requirement upon admission, you will be required to gain practical teaching experience before graduation. If you receive a teaching assistantship while in the program, each long semester you have a two-course assignment will count as one half of a year of experience. If you teach two summer sessions, you will be given credit for one long semester. In the event that you have other forms of practical teaching experience, the Ph.D. program director will determine the amount of credit received on an individual basis.