Mathematics Education (EMAT) is a recently initiated content specialization in the UW College of Education Curriculum and Instruction (EDCI) doctoral program. The purposes for establishing this new program include the creation of innovative emphases and approaches in the preparation of solidly prepared scholar-leaders for the field of Mathematics Education worldwide.
Overall, the doctoral program will require at least 81 semester hours completed within a coherent program of study developed and approved by the candidate's Major Professor and Doctoral Committee (which may include transferring up to 30 approved graduate semester hours from work completed toward a master's degree).
The overall structure includes:
| Course Type | Hours Required |
|---|---|
| College-wide core | 9 hours |
| Mathematics |
9 hours |
| Mathematics Education | 18 hours |
| Electives |
21 hours |
| Research & dissertation | 24 hours |
| Total |
81 hours |
To satisfy Mathematics Education hours (18), the following EMAT courses (four required
and two joint electives with Science Education) are offered:
These advanced Mathematics Education courses along with graduate study in Mathematics and Statistics, and Quantitative and Qualitative Research Methodologies, collectively build knowledge of theoretical and empirical perspectives to lead to a solid competence for engaging in both scholarly and practical work in the field at all levels. One program goal is to stimulate and guide each student to develop their dissertation research as a first step within a well-defined research program that can encompass the initial years of their post-doctoral scholarship.
The fundamental programmatic development of each Mathematics Education doctoral student is set against the universal need for reforming to improve the mathematical education of all citizens. Core values promoted within the doctoral program are the premises upon which modern reforms are based and include the following goals:
Traditional professional domains of advanced theoretical and research knowledge in Mathematics Education are fundamental elements of study and competence for every doctoral student, including the following:
Students may enter the doctoral program with a variety of mathematical backgrounds, but are expected to further their depth and breadth of content knowledge through UW mathematics courses chosen to fit the individual's needs and interests, and to leave the program with substantial knowledge of graduate level mathematics.
Beyond the above basic domains of doctoral knowledge, four specific program identities foster specializations for scholarship and leadership in our field:
Each of these focal identities is addressed throughout the courses, seminars, and
graduate assistantship duties and experiences as inherent points of emphasis in the
overall Mathematics Education culture at UW.
Faculty research and development activities will incorporate one or more of these
programmatic identities, and doctoral students will be expected to gain further developmental
experiences within these opportunities.
As appropriate to the interests and directions of the student and the doctoral committee,
dissertation research will also mirror the cited core values and embody aspects of
one or more of these programmatic identities.
The four program identities also are the focus of work by three Research Teams organized within the Wyoming Institute for the Study and Development of Mathematical Education WISDOM^e.