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.
This program is a traditional, on-campus program. Students who enter the program with a Master's degree typically finish in four or five years. Most students in the program are supported as TAs. For details, see our financial support page. Some additional information about our program can be found on our Graduate Studies page.
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; submit current general GRE scores (the subject exam is not required); submit official transcripts from all undergraduate and graduate institutions attended; submit a CV (curriculum vitae); 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. Hortensia Soto-Johnson, graduate recruitment and induction coordinator.
The application deadline for this program is February 15. All application materials must be received by this date in order to be considered for admission to the program starting the following Fall semester. This program only admits students starting in the Fall semester.
Our Mathematics Educators: The mathematics educators in our program bring a range of research expertise that incorporates both quantitative and qualitative research methods. Below are brief descriptions of our mathematics educators’ research interests.
Spencer Bagley (Ph.D. Mathematics Education, UC San Diego / San Diego State University): Dr. Bagley’s research interests are broad and include student thinking and learning in many areas of undergraduate mathematics, including differential equations, linear algebra, calculus, and upper-division mathematics courses. He is also interested in the scholarship of teaching and learning, and has studied the inverted/flipped classroom in various disciplines. Dr. Bagley is also interested in the professional development of college faculty, especially early career faculty and incoming graduate TAs.
Gulden Karakok (Ph.D. Mathematics Education, Oregon State U.): Dr. Karakok's research and projects relate to transfer of learning of undergraduate mathematics. She investigates undergraduate students’ and mathematicians’ mathematical creativity and relates this creativity to the issue of transfer of learning by making connections to prior experiences that may result in creating new ideas, adopting new perspectives, and taking risks. In addition, Dr. Karakok investigates students' transfer of learning in undergraduate courses where she developed technology based modules (e.g., WeBWorK CLASS) and adopted novel teaching practices (e.g., flipped classroom model). She is the co-director of the Northern Colorado Math Teachers' Circle program and facilitates professional development workshops for K-12 mathematics teachers.
Jodie Novak (Ph.D. Mathematics, Oklahoma State University): Dr. Novak’s work focuses on the mathematical preparation of pre- and in-service mathematics teachers. Over the last 12 years, she has been involved with eight, multi-year partnerships with local school districts to support the professional development of K-12 mathematics teachers. These efforts always focus on deepening teachers’ mathematical knowledge for teachers but often through different mechanisms such as supporting teachers to engage in lesson study or to adopt a new curriculum. Dr. Novak led the Math Teacher Leadership Center, a 6.5 year, $5.3M NSF project, which developed and researched a blended delivery master’s program for secondary math teachers and a math teacher leadership program . She is currently leading in collaboration with Oklahoma State University a 3-year, $1.2M NSF funded project, Initiating a Foundational Research Model for Secondary Mathematical Knowledge for Teaching, to develop a model for studying secondary teachers’ mathematical knowledge for teaching exponential functions. These projects provide opportunities for graduate students to engage in research and to develop their capacity in delivering professional development.
Robert Powers (Ed.D. Curriculum & Instruction, University of Houston): Dr. Powers has a background in curriculum and instruction. He is currently working on two grant projects related to the professional development of mathematics teachers. The Initiating a Foundational Research Model for Secondary Mathematical Knowledge for Teaching grant is a three-year, $1.17 million grant from the NSF investigating expert teachers’ mathematical knowledge for teaching exponential functions in high school. The Supporting Understanding through Meaningful Mathematical Instructional Tasks grant is a three-year state-funded project that provides professional development to K-12 teachers in northwest Colorado school districts. Dr. Powers frequently mentors doctoral candidates to teach methods of teaching mathematics courses and courses related to field experiences in the secondary teacher preparation program.
Lindsay Reiten (Ph.D. Curriculum and Instruction, U. of Wisconsin-Madison): Dr. Reiten’s research interests include preparation of pre-service mathematics teachers as well as how to foster and support technology integration in secondary mathematics classrooms. This second line of research is grounded in the overarching question: How can secondary mathematics teachers be supported in implementing technology-based instructional activities that both challenge and support student learning? Dr. Reiten’s research draws from her own experience as a middle and high school mathematics teacher, as well as her work with pre-service mathematics teachers at UW-Madison and here at University of Northern Colorado. Dr. Reiten is looking forward to continuing her work with pre-service mathematics teachers and supporting graduate students as they explore how to foster and support secondary mathematics teachers as they strive to equip all students to read and write the world with mathematics.
Hortensia Soto-Johnson (Ph.D. Educational Mathematics, University of Northern Colorado): Dr. Soto has published in various areas of mathematics education including assessment, mathematical preparation of elementary teachers, outreach efforts for high school girls, and especially in the area of teaching and learning of undergraduate mathematics. Her current research efforts are dedicated to investigating the teaching and learning complex analysis, where she adopts an embodied cognition perspective. Since her days as an undergraduate student, Dr. Soto has mentored young women and promoted mathematics via summer outreach programs. She has also been involved with facilitating professional development for K-12 teachers in Colorado. She has also taught teachers from rural Nebraska as part of the University of Nebraska-Lincoln NSF-funded project, Math in the Middle. Dr. Soto is a working member of the Mathematical Association of America and currently serves as the Associate Treasurer.
Our Mathematicians: Many of the mathematicians in our program have interest and experience in mathematics education research, teach Ph.D. mathematics courses or 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.
- Anton Dzhamay (Ph.D. Mathematics, Columbia University): Algebro-geometric methods in the theory of integrable systems and soliton equations, non-linear differential and partial differential equations, algebraic geometry, mathematical physics.
- Nate Eldredge (Ph.D. Mathematics, University of California): Probability theory and stochastic processes; stochastic, functional, and geometric analysis.
- Steve Leth (Ph.D. Mathematics, U. of Colorado, Boulder): Nonstandard analysis; calculus reform; writing and undergraduate mathematics learning; K-8 mathematics enrichment activities.
- Oscar Levin (Ph.D. Mathematics, U. of Connecticut): Mathematical logic; effective combinatorics.
- Nat Miller (Ph.D. Mathematics, Cornell University): Reasoning with geometric diagrams; logic; geometry; discovery learning in mathematics.
- Katie Morrison (Ph.D. Mathematics, U. of Nebraska-Lincoln): Algebraic coding theory; applications of coding theory to neuroscience.
- Igor Szczyrba (Ph.D. Mathematical Physics, Warsaw University): Number theory; computational modeling of traumatic brain injuries; numerically solving nonlinear PDEs.