Georgia State University

Faculty
Number of post-doctoral faculty in mathematics education: 
0
Number of full-time faculty in mathematics education: 
6
Number of adjunct faculty in mathematics education: 
0
Doctoral Students in Mathematics Education
Number of FEMALE part-time doctoral students: 
20
Number of part-time doctoral students: 
36
Number of full-time international students: 
2
Number of full-time doctoral students: 
7
Number of FEMALE full-time doctoral students: 
27
Number of MALE part-time doctoral students: 
16
Number of MALE full-time doctoral students: 
18
Financial Support
Academic year (9-month) stipend for teaching/research assistantship?: 
24000
Percent of tuition waived for doctoral students on teaching/research assistantships?: 
100
Does your institution have scholarships/fellowships dedicated to doctoral students in mathematics education?: 
No
Prerequisites
Mathematics background: 
At least a masters in mathematics, mathematics education, or mathematics extensive field
General Program Requirements
Is there a residence requirement?: 
Yes
If a residency is required, please provide relevant details.: 

The purpose of the residency is to provide (a) close and continuous involvement with faculty, professional colleagues, and other graduate students; (b) a supervised opportunity for development in the areas of scholarship, teaching, and service; and (c) a period of time for concentrated study and coursework, reading, reflecting, and research appropriate for the advanced degree.

Is competency in a foreign language required?: 
No
Profile of students entering doctoral program during the most recent academic year.
Number of students admitted this year: 
6
Average GRE Quantitative score: 
680
Average GRE Verbal score: 
420
Number of students with K -12 mathematics teaching experience: 
4
Length of program
Typical number of years of full-time work required to complete doctorate when entering with a masters degree: 
5 years
Program Graduates
Number of mathematics education doctoral graduates in 2000: 
24
Number of mathematics education doctoral graduates in 2002: 
24
Number of mathematics education doctoral graduates in 2003: 
27
Number of mathematics education doctoral graduates in 2005: 
35
Number of mathematics education doctoral graduates in 2006: 
30
Number of mathematics education doctoral graduates in 2007: 
30
Number of mathematics education doctoral graduates in 2008: 
30
Number of mathematics education doctoral graduates in 2010: 
1
Number of mathematics education doctoral graduates in 2011: 
2
Number of mathematics education doctoral graduates in 2012: 
2
Number of mathematics education doctoral graduates in 2013: 
5
During the last 5 years, the number of Ph.D. graduates that took positions in
regional or state supervisors: 
0
mathematics departments: 
3
schools of education: 
2
unknown: 
0
other places: 
0
school districts: 
5
To find more information about this program:
Contact Name: 
David W. Stinson
Contact Email: 
City Website: 
Institution Website: 
Special features or areas of interest that would be of interest to potential doctoral students: 

The Doctor of Philosophy (Ph.D.) in Teaching and Learning with a concentration in Mathematics Education prepares professional mathematics educators to contribute to the scholarly knowledge base in mathematics and mathematics education in a broad range of educational settings. Graduates of this program typically assume positions as college or university professors in schools or colleges of education or departments of mathematics.
In these positions their primary responsibilities are to conduct research on middle, secondary, or post-secondary mathematics teaching and learning, to teach content and pedagogy courses, and to direct theses and dissertations.

Graduates will also be qualified to assume positions as mathematics education leaders in school districts, educational research laboratories, or educational publishing companies. In this program, graduate students develop professional competencies through (a) a combination of coursework in mathematics education, mathematics, and a cognate area; (b) the acquisition of research skills; (c) the completion of a residency plan (which includes demonstration of competence in teaching prospective or practicing mathematics teachers and instructors); and (d) the completion of a dissertation. In general, the program is framed by the principles to guide doctoral programs adopted by the National Council of Teachers of Mathematics (NCTM) and the Association of Mathematics Teacher Educators (AMTE).