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Ph.D. Program Information: Admission Info Program Requirements The Faculty Recent Graduates
	[One page program/admissions info (PDF file)] [Program poster (PDF file)]

The Educational Mathematics program at UNC combines graduate mathematics preparation with advanced coursework and research in mathematics education.  This innovative Ph.D. program prepares scholars who can perform research in K-16 mathematics education; teach college level mathematics; and prepare and work with K-16 mathematics teachers.

Admission

Applicants should possess a master's degree in mathematics or mathematics education. Those with a strong bachelor's degree in mathematics apply to the "Master's Degree en route to Ph.D." option. It is expected that students will have had a senior level or beginning graduate level course in each of abstract algebra, linear algebra, point-set topology, and real or complex analysis; applicants not having this background may be required to take additional courses to prepare for the coursework in the program. Applicants to this program need to fill out the graduate school application; submit at least three letters of recommendation with the UNC cover sheet; submit current general GRE scores (the subject exam is not required); submit official transcripts from all undergraduate and graduate institutions attended; and must provide an essay of approximately 500 words about their personal  educational goals and specific interest in the University of Northern Colorado's Educational Mathematics Ph.D. program.  Questions about our program or about the application process should be sent to Dr. Nathaniel Miller, Graduate Coordinator.

While we have a rolling admissions policy,  applications for the fall semester received before February 15 will be given priority in awarding teaching assistantships.  Applicants whose applications are received after February 15 will be considered for teaching assistantships on a space available basis.

Program Requirements

The Faculty

Researchers in mathematics education guiding the program:

• Bill Blubaugh (Ph.D. Mathematics Education, U. of Colorado, Boulder): teacher preparation; technology in K-16 mathematics; mathematical problem solving.
• Michelle Chamberlin (Ph.D. Mathematics Education, Purdue University): collegiate preparation of prospective K-8 teachers; actor-oriented transfer; teacher professional development.
• Shandy Hauk (Ph.D. Mathematics, U. of California, Irvine): culturally responsive research, evaluation, and teaching; self-regulation; K-20 reasoning & proof; web-based homework.
• Robert Powers (Ed.D. Curriculum & Instruction, University of Houston): reform practices of prospective/novice teachers; use of handheld CAS for discrete mathematics teaching & learning.
• Hortensia Soto-Johnson (Ph.D. Educational Mathematics, University of Northern Colorado): practices of prospective/novice teachers; geomtery teaching & learning.

Mathematicians with interest and experience in mathematics education research who teach Ph.D. mathematics courses and participate on Ph.D. dissertation committees (sometimes as co-advisor):

• Dean Allison (Ph.D. Mathematics, U. of Missouri): Differential geometry; undergraduate curriculum reform in discrete mathematics, calculus, and differential equations.
• Ricardo Diaz (Ph.D. Mathematics, Princeton University): Applied partial differential equations.
• Richard Grassl (Ph.D. Mathematics, U. of New Mexico): Discrete mathematics; use of handheld CAS in undergraduate mathematics; reasoning & proof; mathematics competitions; cooperative learning.
• Steve Leth (Ph.D. Mathematics, U. of Colorado, Boulder): Nonstandard analysis; calculus reform; writing and undergraduate mathematics learning; K-8 mathematics enrichment activities.
• Nat Miller (Ph.D. Mathematics, Cornell University): Reasoning with geometric diagrams; logic; geometry; discovery learning in mathematics.
• Jodie Novak (Ph.D. Mathematics, Oklahoma State University): Representation theory and Lie groups; equity in mathematics education; teacher professional development.
• Terry Scott (Ph.D. Physics, U. of Wyoming): Object oriented programming; computer science education teaching, assessment, and curriculum design at the undergraduate level.

Recent Graduates