Student completion rates in the Mathematics Education PhD concentration are above 90%
Placement rates for the Mathematics Education PhD concentration as university faculty are above 80%
Coursework Designed for Impact
Mathematics Education coursework is designed to:
Provide students with a strong foundation in mathematics education research
Prepare students to write practitioner and empirical publications
Give students opportunities to teach face-to-face and online university courses
Coach students on how to deliver a successful presentation
Teach students how to apply and interview successfully for a university faculty position
The Mathematics Education and Leadership Emphasis includes 21 credits of integrated coursework. The program is designed for working professionals, with courses offered in the evenings and summers. Courses are offered on a regular schedule so that students can complete the mathematics education concentration in the doctoral program as part of their course of doctoral studies.
Cutting Edge Research
The selected PDRF will have opportunities to conduct research with mathematics education faculty members and teach face-to-face and online university courses in Elementary Mathematics. The PDRF will participate in ongoing research projects being conducted by the Virtual Manipulatives Research Group (VMRG), a 15-member interdisciplinary research team that conducts clinical and school-based research projects using virtual manipulatives.
The TIME Clinic: Tutoring Intervention & Mathematics Enrichment
The TIME Clinic is a research clinic housed in the School of Teacher Education and Leadership. The clinic provides mathematics tutoring services that specialize in elementary mathematics instructional support for children. Tutors in the clinic use research-based strategies and individualized tutoring to help elementary-aged children strengthen their understanding of mathematics. Researchers in the clinic study instructional methods, materials, and technology to determine effective methods that improve students’ mathematics achievement.
Dr. Patricia Moyer-Packenham’s research focuses on uses of mathematics representations and manipulatives (including virtual, physical, pictorial, and symbolic) and teacher development in mathematics. She has over 80 publications, including two books titled Teaching K-8 Mathematics with Virtual Manipulatives and What Principals Need to Know about Teaching Mathematics. Her numerous journal articles focus on teachers and students uses of manipulatives and virtual manipulatives.
Moyer-Packenham has been the Principal Investigator of over $16 million dollars in total career grant funding, including serving as a Co-PI on the NSF-Funded Math and Science Partnership Program Evaluation (MSP-PE) with PI Robert Yin of COSMOS Corp. Moyer-Packenham’s leadership and research inquiries on this project focused on examining teacher quality, quantity and diversity in mathematics and science programs. In addition to her research activity on the MSP-PE project, she has been the Principal Investigator for numerous mathematics teacher professional development grants and served as a consultant for Horizon Research, Inc., on national research studies includingInside the Classroom Project (funded by NSF), TE-MAT Teacher Materials Database Project (funded by NSF), and the Mozaic Project (funded by the Rand Corporation).