GENERAL DEGREE REQUIREMENTS/PROGRAM COMPONENTS
Students in the Mathematics Education Ph.D program must complete an approved curriculum of 84 quarter credit hours, which includes coursework, a research practicum, and dissertation research Candidates are required to demonstrate proficiency in eight key areas: mathematics education, mathematics, relevant supporting content areas, effective teaching strategies, the integration of technology in math instruction, the application of mathematics education in urban contexts, and research methodologies in mathematics education.
A R EQUIRED C OURSES
Students must complete coursework in three key areas: Mathematics Education, Mathematics, and Supporting Areas This includes 18 credit hours in Mathematics Education Research Courses (Mathematics 690 - 695), 18 credit hours of 500-600 level mathematics courses, and 18 credit hours of graduate coursework in supporting fields such as curriculum and instruction, psychology, educational policy, science, computer science, philosophy, sociology, and anthropology It is highly recommended that students enroll in at least one course focused on the psychology of learning and one course in statistics or quantitative methods For a complete list of required coursework, please refer to Appendix A.
A 1 Mathematics Education
Students must complete 18 credit hours of core mathematics education coursework within the Department of Mathematics & Statistics It is important to note that certain courses cannot count towards these 18 credit hours in mathematics or the supporting area Students are encouraged to retake some of the 69_ courses after consulting with the doctoral program coordinator, especially when different instructors or course focuses are involved Specifically, it is recommended to enroll in MTH 695 multiple times, as its topics change annually.
MTH 690 (3 credits): Introduction to Research in Mathematics Education
MTH 691(3 credits): Curriculum in Mathematics Education
MTH 692 (3 credits): Research Methodology and Design
MTH 693 (3 credits): Research on the Learning of Mathematics
MTH 694 (3 credits): Research on the Teaching of Mathematics
MTH 695 (3 credits): Topics in Research in Mathematics Education
A 2 Mathematics and Statistics
Applicants for the Ph.D in Mathematics Education must hold a master's degree in mathematics or an equivalent qualification, such as the MS-MTch degree from Portland State University Additionally, candidates are required to complete 18 graduate-level credits in mathematics or statistics beyond their master's degree, ensuring a comprehensive understanding of calculus, analysis, linear and abstract algebra, geometry, topology, and probability and statistics It is essential for students to consult with the Doctoral Program Director to select appropriate courses that align with their research interests and adequately prepare them for the comprehensive exam in mathematics Suitable courses for meeting the mathematics and statistics requirements include the MS-MTch courses (MTH 581-588) and any relevant graduate-level mathematics or statistics courses.
500 or 600 level; STAT 500 or 600 level).
A 3 Elective Courses: Supporting Areas
To meet the competency requirements in supporting content areas, candidates must complete 18 graduate credit hours in disciplines outside of mathematics, such as curriculum and instruction, psychology, and sociology It is essential for students to plan their coursework in collaboration with their advisor to ensure a coherent focus, which must include at least one course in the psychology of learning Additionally, candidates are encouraged to take an applied statistics course outside the Department of Mathematics & Statistics to enhance their research skills in mathematics education Students should always consult the Doctoral Program Director when selecting courses to fulfill these requirements.
Director is responsible for the formal approval through the DARS system: http://www.pdx.edu/registration/dars).
B R ESEARCH
Throughout the program, students will engage in research each term, with varying levels of involvement We actively encourage students to take part in research projects, which may be structured, such as the Research Practicum, or informal Regular discussions with faculty members about research and ongoing projects are highly recommended to enhance the learning experience.
B 1 Research Practicum
The research experience aims to offer candidates genuine research opportunities early in the program, followed by a more advanced experience midway through The Practicum is structured into two key components.
In the first year of the program, students must enroll in 3 credits of MTH 606, collaborating with a faculty member on a research project This may involve assisting the faculty member directly or partnering with an advanced PhD student engaged in their Advanced Research Practicum or dissertation work Although only one 3-credit First Year Research Practicum is mandatory, it is advisable for students to seek additional research opportunities with various mathematics educators within the department.
After the first year, students must complete the Advanced Research Practicum under the guidance of a faculty sponsor, registering for 3 credits of MTH 601 The goal is to submit a manuscript for publication in a peer-reviewed journal, with the student typically being the first or sole author Successful completion is achieved when the student addresses reviewer feedback and resubmits the paper Recognizing that each student has unique strengths and needs, the practicum's requirements will be tailored accordingly.
The Advanced Research Practicum involves collaboration between a student and a sponsoring faculty member, with specific terms being negotiated to suit both parties Once they agree on the details, they will provide a comprehensive description of the practicum.
The advanced research practicum is considered complete and fulfills the research practicum requirement once the sponsoring faculty member assigns a grade for the MTH project, which must be submitted to the Doctoral Director for final approval.
B 2 Other Research Experiences in Conjunction with Faculty Members
Students have numerous opportunities to collaborate with faculty on diverse research experiences, from study design to publication preparation Some faculty-led projects are funded, allowing students to work as paid research assistants, while others may offer academic credit for participation However, students should not receive both credit and compensation for the same research project in one term We encourage students to engage with various faculty members to gain exposure to different research techniques and areas of focus.
C D ISSERTATION
The dissertation represents the final research endeavor of the program, and students are encouraged to discuss potential topics with faculty early on Under the mentorship of a mathematics educator from the Department of Mathematics and Statistics, students will identify and investigate a significant issue that builds on existing research and contributes original insights to mathematics education The dissertation can either align with a faculty research project or focus on a student-selected topic, each approach having its own advantages and disadvantages It is recommended that dissertation committees include faculty from diverse backgrounds, encompassing expertise in mathematics education, mathematics, curriculum and instruction, and related fields.
After passing comprehensive examinations, students will have a chairperson and dissertation committee appointed They will create a dissertation proposal and defend it in an oral presentation Once approved by the committee and, if necessary, the University Human Subjects Research Review committee, the student becomes a Ph.D candidate in mathematics education The dissertation must align with the approved proposal, and students are required to register for dissertation credit each term while conducting research Upon completing their doctoral work, candidates will defend their dissertation in an open oral presentation before the committee and other interested faculty and students It is essential for the student to demonstrate a thorough understanding of the relevant research literature in mathematics education and to articulate how their dissertation contributes to the field.
Students are required to complete at least 27 hours of dissertation credits (MTH 603) prior to graduation These credit hours can be utilized throughout the dissertation process, from preparing the proposal to final graduation It is important to note that after advancing to candidacy—having successfully completed comprehensive exams, defended the dissertation proposal, and obtained IRB approval—students must maintain continuous registration until graduation, with the exception of the summer term.
D T EACHING
Students are encouraged to gain diverse teaching experiences across various educational settings, including undergraduate classes and elementary schools Those entering the program with a Research Assistantship (RA) should actively seek opportunities to serve as Teaching Assistants (TAs) or teach summer courses Typically, graduate students are assigned to teach entry-level courses such as MTH 95, 111, 112, and STAT 243, 244 Additionally, it is recommended that students collaborate with faculty members or advanced graduate students to teach higher-level courses, including the Calculus sequence (MTH 251, 252, 253, 254).
211, 212, 213 (Mathematics for Elementary Teachers sequence), MTH 261 (Linear Algebra) Another opportunity for gaining experience at the post-secondary level is completion of the Undergraduate
The Mathematics Teaching Internship (MTH 610) offers advanced students the chance to teach 300-level courses such as Discrete Math and Geometry Students are encouraged to gain valuable experience in K-12 classrooms or collaborate with K-12 mathematics teachers To qualify, candidates must demonstrate competency in teaching mathematics at either the K-12 or post-secondary level.
E T HE USE OF T ECHNOLOGIES IN T EACHING M ATHEMATICS
Students are encouraged to gain insights into effective mathematics learning strategies in technologically enhanced environments The Department of Mathematics & Statistics provides a course focused on the integration of computational technology, including tools like Geogebra, Desmos, and Matlab, to enhance mathematics teaching.
Students are encouraged to enroll in course 588, which emphasizes the integration of technology in mathematics education Throughout the doctoral program, the role of technology will be a focal point, allowing students to gain hands-on experience through faculty-led research projects, mathematics education coursework, and practical teaching opportunities in K-12 classrooms This includes teaching courses such as pre-calculus, calculus, linear algebra, and differential equations that leverage technological tools.
I F The Application of Mathematics Education in an Urban Setting
Portland State University, located in the Portland Metro area, serves as a unique "natural laboratory" for researching mathematics education in urban environments The university is dedicated to collaborating with community partners to advance K-16 educational reform Ph.D candidates are required to showcase their ability to engage with urban populations, either through service or research initiatives with these community partners.
EVALUATION
Students' progress in the program will be assessed through various methods, including annual evaluations, course grades, and exams Faculty members aim to ensure that students are advancing satisfactorily and promptly, fostering their development into independent mathematics education researchers.
A 1 Annually Updated Program Progress Form
At the conclusion of each academic year, students are required to submit an updated Program Progress Form to the Doctoral Director Should any issues arise, faculty members will collaborate with students to create a plan for resolution.
A 2 Second Year Evaluations
In the summer after the second year of the program, faculty will create a one-page review assessing students' progress, highlighting strengths, difficulties, and improvement suggestions This document will be discussed among faculty, and a draft may be shared with the student A meeting will be scheduled in the fall of the third year for the student to collaboratively discuss the evaluation with the Mathematics Education PhD Committee Students are expected to engage in this discussion, contributing insights on their strengths and areas needing improvement A final evaluation document will be prepared, signed by both the student and the Doctoral Director to acknowledge its review Students may also submit a one-page supplement to accompany the evaluation if they choose.
B C OURSE G RADES
Students must maintain a 3.0 or “B” average in the program to maintain status in the program Per University regulations, an admitted student is placed on probation if:
A graduate student at Portland State University will be placed on academic probation if their cumulative GPA falls below 3.00 after completing 9 letter-graded graduate credits.
● The student's term graduate GPA, based on a minimum of 6 letter-graded graduate hours, is below 2.67 for a given term
Students on academic probation are ineligible for graduation, advancement to doctoral candidacy, graduate assistantships, and may not register for more than 9 credit hours per term To remove academic probation, students must achieve a cumulative graduate GPA of 3.00 within the next 9 letter-graded credits if placed on probation due to a low cumulative GPA, or maintain both a cumulative and term GPA of 3.00 or higher if on probation for a low term GPA.
Students are responsible for keeping their advisors informed about their grades, particularly any grade below a
B and any grade of I (incomplete).
C 1 Mathematics
Before advancing to candidacy, students must successfully pass and orally defend a comprehensive written exam in mathematics This exam encompasses key concepts in analysis, linear algebra, and abstract algebra, along with one additional area of study, such as probability, statistics, topology, geometry, or applied mathematics Students will take the exam and then have the chance to defend their answers orally before a committee of examiners.
In the following, we further clarify the specific structure of the mathematics comprehensive exam
The mathematics comprehensive exam consists of two components Algebra and Analysis will be the focus of Component 1, which will emphasize advanced mathematics and its connection to K-14 math Component
2 will address K-14 mathematics more generally and will emphasize the specialized kinds of mathematical knowledge needed by educational researchers and teachers
Deborah Ball and her colleagues developed a framework that outlines the essential knowledge required for teaching mathematics, which can help clarify the focus of the two components of the mathematics comprehensive exam Although this framework may not perfectly align with the exam's objectives—since it is designed for scholars in mathematics education rather than traditional classroom teachers—it serves as a valuable reference for distinguishing this exam from a typical comprehensive exam in mathematics, such as one undertaken by research mathematicians in their PhD programs.
The initial section of the exam, titled Algebra & Analysis for Educators, primarily emphasizes the concepts of Common Content Knowledge and Horizon Content Knowledge as identified by Ball and colleagues.
The second component of the exam, which centers on the Mathematics of Students, Teachers, and Curriculum, primarily emphasizes what Ball and colleagues define as Specialized Content Knowledge This aspect highlights the importance of understanding mathematical concepts and their application within educational contexts.
Content and Students, Knowledge of Content and Curriculum, and Knowledge of Content and Teaching
Component 1: Algebra & Analysis for Educators
Students will be evaluated on their comprehension of fundamental analysis and algebra concepts from elementary school through junior-level college courses The assessments aim to gauge students' grasp of connections between concepts both within and across different topics Emphasizing depth of understanding, the evaluations focus on students' ability to interpret key concepts meaningfully, which also reflects their proficiency in advanced mathematics.
Two helpful “rules of thumb” for thinking about the standard for passing this component are:
To be considered for teaching analysis or algebra courses up to the 300-level at Portland State, a student must demonstrate their potential for success in these subjects Their proficiency in common content knowledge of algebra and analysis should serve as a foundation that supports their teaching capabilities rather than limit them.
Students must exhibit a comprehensive understanding of the evolution of key concepts in algebra and analysis across all educational levels, from elementary to graduate school This includes recognizing how the concept of area is introduced in elementary education, the progression of integration in high school, the foundational principles of advanced calculus, and the continuation of these rigorous concepts in real analysis.
Recommended Preparation for this component: It is recommended that a student complete at least two of the relevant 500-level courses (e.g., 541, 542, 543, 544, 545, 511, 512, 513)
The “Advanced Mathematics for Educational Researchers” course (currently numbered MTH 610) will be useful to students preparing for this exam
Further, students may want to intern, tutor, or sit-in on relevant 200 or 300-level courses (Math 261, 311, 312,
You should meet with the program director and/or your advisor for consultation on the best plan given your background
Component 2: Mathematics of Students, Teachers, and Curriculum
Students will be evaluated on their mathematical understanding essential for interpreting student thinking, analyzing curricula, and making instructional choices They will encounter mathematical questions within teaching and learning contexts, addressing issues like curricular task analysis, student solution strategies, and pedagogical decisions in classroom scenarios This assessment aims to determine if students possess the mathematical knowledge required to train K-14 teachers and to conduct research in mathematics education, highlighting that educational researchers and teacher development providers need a practical understanding of mathematics, albeit not to the same degree as mathematicians.
The exam encompasses a wide range of mathematical topics from elementary to community college levels, requiring students to demonstrate familiarity with the curriculum taught at these stages Approximately one-third of the exam will focus on a mathematical area chosen by the student, allowing them to engage with topics such as probability, statistics, discrete mathematics, topology, geometry, or applied mathematics An example question may prompt PhD candidates to trace the evolution of a fundamental concept within their selected field, highlighting its progression from elementary education to advanced undergraduate studies, while also addressing the key challenges learners may encounter along the way.
To effectively prepare for the PhD comprehensive exam, it's important to note that there isn't a one-size-fits-all approach between the exam content and specific courses However, engaging in certain experiences can significantly enhance your readiness for the assessment.
It is recommended that a student complete an instructional internship in Math 211, 212, or 213 If this is logistically impossible, a student should develop another strategy (e.g., tutoring) to become familiar with these courses
Students are advised to complete at least one core course in the MS-MTCH program (581-588) or seek alternative methods to gain insights into the content of these courses.
The “Mathematics of Students, Teachers, and Curriculum for Educational Researchers” course (currently numbered MTH 610) will be useful to students preparing for this exam
Students are encouraged to take their mathematics comprehensive exam components early in their program Component 1 is offered each September, while Component 2 is available in December or January To take Component 1, students must inform the PhD Coordinator of their intentions by the end of the previous Spring term.
By the third week of the preceding Fall term, it is essential to inform the PhD Coordinator of your intentions Students will receive study questions roughly two weeks prior to the written exam, which will feature a selection of questions that closely resemble those on the study list.
Written and Oral Exam Evaluation and Expectations
Comprehensive examination committees will be composed of faculty from the Department of Mathematics
Faculty members with experience in key courses will be recruited for examination committees The written exam will be graded as pass, conditional pass, or fail Students who receive a conditional pass will proceed to an oral defense Within three weeks of the written exam, students will be notified of their results and scheduled for the oral defense.
Effective written work for exams must be comprehensive, detailed, and demonstrate a deep understanding of the subject matter It is essential that the writing maintains coherence and clearly connects various ideas throughout the piece.
C 2 Mathematics Education
Before advancing to candidacy, students are required to pass and orally defend a comprehensive written exam that addresses significant developments and theoretical perspectives in mathematics education, teaching and learning practices, and curriculum development This exam also considers the implications for urban populations and settings It is advisable for students to take this exam when they are close to starting their dissertation proposal to ensure the exam is tailored effectively to their research focus.
Scheduling and Preparing for the Mathematics Education Exam
The scheduling of the mathematics education comprehensive exam requires coordination with the Ph.D Director and advisor Students must begin this process by the first week of the term in which they plan to take the exam.
This article outlines essential guidelines for preparing for and requesting the mathematics education comprehensive exam, detailing the steps involved in taking the exam, advancing to the oral defense, and understanding the potential outcomes.
The faculty will provide a 'starter list' of essential readings to help students begin their bibliographies, which can be found in the Appendix When students apply for the Mathematics Education Comprehensive Examination, they must submit a personalized reading list that builds upon this 'starter list' and aligns with their research interests To enhance their reading lists, students should incorporate additional materials in three specific ways.
To create a comprehensive reading list under the "Breadth" category, students should collaborate with their advisors to identify a crucial area of knowledge, such as teacher professional development or advanced mathematics proof comprehension, that highlights a significant gap in their training In this process, seeking input from additional faculty members can enhance the quality of the reading selection.
○ The expanded list should include a selection of readings the student and advisor see as most relevant to the students intended dissertation work These should be listed under the heading
The expanded reading list must feature selections from a "depth of knowledge area," which represents a significant research domain identified by the student and advisor as the student's primary area of expertise This area should not be limited to the specific focus of the student's dissertation These readings should be organized under the heading "Depth."
Format of the Mathematics Education Exam
The exam committee will typically prepare three questions for the mathematics education comprehensive exam, although they may alter this format if necessary, informing students of any changes Students will have a two-week period to write their responses, which they will subsequently defend in an oral examination before the committee.
The examination will include a specific question related to the student's dissertation topic, designed not only for assessment but also to aid in the preparation of their dissertation proposal.
One question will focus on the student’s general area of expertise as represented by the student’s “Depth” reading list
One question will focus on the area represented by the student’s “Breadth” reading list
Written and Oral Exam Evaluation and Expectations
The written portion of the exam is assessed on a conditional pass or fail basis Students who conditionally pass can proceed to the oral defense, which requires approval of all written responses by the committee If necessary, a student may be asked to rewrite one question before the oral defense is scheduled, leading to a conditional pass If the written part is not passed, the exam must be retaken.
Students who fail the mathematics education exam will have to retake it during the next available session They are granted one additional chance to pass after an initial failure However, if a student fails the exam more than once, they will face dismissal from the program.
D T RACKING YOUR P ROGRESS
The Graduate School utilizes the Degree Audit Reporting System (DARS) to monitor student progress towards their degree by identifying satisfied program requirements and outstanding obligations While the Graduate School provides DARS reports to program administrators and directors at key stages, students are encouraged to actively track their own progress through the system Comprehensive information about DARS, including FAQs and access instructions, is available at (https://www.pdx.edu/ogs/dars) Additionally, the graduate program administrator or program director officially informs the Graduate School when specific degree requirements are fulfilled through submitted forms, which, although primarily managed by these officials, may be beneficial for students to understand.
● Report on Passing Comprehensive Examinations (GO-22)
● Appointment of Doctoral Dissertation Committee (GO-16D)
● Doctoral Request for Advancement to Candidacy (GO-23)
● Recommendation for the Degree (GO-17D)
You can access various useful forms at (https://www.pdx.edu/ogs/forms) Important deadlines for submitting these documents and other critical dates related to the Graduate School are available at (https://www.pdx.edu/ogs/graduate-candidate-deadlines).
The Mathematics Education Program Progress Form and the second-year evaluation form are essential tools for students and their advisors to monitor academic progress These forms will be submitted to the program administrator by the program director, ensuring that they are accessible to the students' advisors for review and guidance.
A R ESIDENCY
Residence credit at PSU refers to the credits earned after being formally admitted to a graduate degree program The residency requirements are designed to foster collaboration among graduate students within PSU's intellectual community For master’s programs, students must complete at least two-thirds of the credits needed for their degree after their formal admission to fulfill the residency requirement.
In a doctoral program, the residency requirement can be satisfied in one of the follow ways:
To maintain full-time enrollment in the program, students must complete a minimum of 9 graduate credits applicable to their degree each term during the first two years following admission This requirement can also be fulfilled by enrolling in one or more summer terms.
To maintain part-time enrollment in the program, students must complete a minimum of one graduate credit applicable to their degree each term during the first two years post-admission, which may also include one or more summer terms.
A doctoral student at PSU, who is in the same major and begins their doctoral program within one year of completing their master's degree, can satisfy the residency requirement during their master's enrollment period.
B T IME L IMITS
Students entering a doctoral program with a master’s degree must complete all comprehensive examinations within five years of admission, while those entering with a bachelor’s degree have a maximum of seven years to fulfill this requirement It's important to note that specific doctoral programs may impose stricter time limits Failure to adhere to these timelines will lead to the cancellation of admission to the program.
Doctoral candidates must advance to candidacy within three years of completing their comprehensive examinations, although some programs may impose stricter deadlines Failure to adhere to this timeline will lead to the cancellation of admission to the doctoral program.
Doctoral candidates have a timeframe of four months to five years from their advancement to candidacy to fulfill all graduation requirements, including the dissertation defense and final approval from the Office of Graduate Studies During this period, candidates must maintain continuous enrollment, and any failure to complete requirements within five years will result in the invalidation of comprehensive examination passes and removal from candidacy Note that individual doctoral programs may impose stricter requirements.
To advance to a second period of candidacy, candidates must successfully pass either a regular or special comprehensive examination Additionally, approval from the doctoral program is necessary for this advancement.
Dean of Graduate Studies; the maximum time limit (which will be less than five years) will be determined by the doctoral program and the Dean of Graduate Studies
After a student is advanced to candidacy, they must be continuously enrolled at PSU in every term (except summer) from the term of advancement to the term of graduation.
C S ATISFACTORY A CADEMIC P ROGRESS AND D ISMISSAL P OLICY
Students must maintain satisfactory academic progress (SAP) during the course of the PhD program Failure to do so may result in dismissal from the program
In order to maintain satisfactory academic progress students must:
To maintain progress in the PhD in Math Education program, students must enroll in and successfully complete a minimum of one credit each term, with the exception of summer terms and any approved leave of absence.
• Complete at least 12 credits toward their PhD in Math Ed degree each academic year until coursework is completed.
○ Earn a B- or higher (or a P) in each course taken within the department
To maintain good academic standing within the department, students must achieve a term GPA of at least 3.0 and a cumulative GPA of at least 3.25 for all courses taken Students have the first 12 credit hours to meet these GPA requirements, which are higher than the Graduate School's standards.
○ Resolve incomplete grades within one term
Students will receive favorable progress reports from their advisors and the program committee, which will conduct annual reviews in collaboration with the student's advisor, as outlined in the Annual Degree Progress and Planning Form.
• Satisfy the program’s criteria for each of the program milestones
Failing a component of the Mathematics comprehensive exam twice, whether it's one component or both, or failing the mathematics education exam twice, will lead to automatic dismissal from the program.
Failure to meet SAP criteria will lead to a written notice detailing the violations and necessary actions to regain SAP status, along with a specified timeframe If the student does not fulfill these conditions, dismissal from the program will occur, and both the student and Graduate School will receive a written statement outlining the reasons for the dismissal.
D R EGISTRATION
Students must register for classes each term, and they can find current course schedules and registration information online at http://www.pdx.edu/registration/ To avoid late fees, it's essential to submit all payments and forms on time.
E L EAVE OF A BSENCE
Graduate students in good academic standing may request a leave of absence for up to one calendar year, ensuring their admission status remains intact during this period To apply, students must submit a petition, endorsed by their department chair or program director, to the Office of Graduate Studies by the end of the second week of the term the leave is intended to start It is important to note that leaves of absence cannot be approved retroactively and do not extend the time limit for completing the graduate degree or the one-year limit for course completion at PSU.
Students seeking a second leave of absence from their graduate program must obtain approval from the department chair or program director, the graduate committee, and the Office of Graduate Studies Additionally, those who have not enrolled for three consecutive terms, excluding the summer term, are required to submit a Graduate Re-Enrollment Request.
PREPARING FOR GRADUATION
After completing coursework and exams, it's essential to understand the steps leading to advancement to candidacy and dissertation completion Familiarize yourself with the policies, procedures, and timelines outlined by the Office of Graduate Studies at http://www.pdx.edu/ogs/procedures-doctoral-degrees This resource provides crucial information regarding important submission dates and the required format and structure for your dissertation.
A D ISSERTATION P ROPOSAL D EFENSE
Upon successfully completing the comprehensive examination and selecting a dissertation topic, a dissertation committee is formed in collaboration with the dissertation advisor Prior to the dissertation proposal defense, this committee must receive approval from the Office of Graduate Studies through the Appointment of Doctoral Dissertation Committee form (GO-16D).
The GO-16D form can be found at: http://www.pdx.edu/ogs/forms.
A 1 Dissertation Committee
After completing the comprehensive examination and selecting a dissertation topic, students must establish a dissertation committee and successfully defend their proposal The committee, which requires approval from the Office of Graduate Studies (OGS) via the Appointment of Doctoral Dissertation Committee form (GO-16D), should include four to six faculty members from PSU, including the dissertation adviser, at least two regular members, and a Graduate Office Representative The chair and the Graduate Office Representative must be tenured or tenure-track PSU faculty of assistant professor rank or higher, while other members can include adjunct or fixed-term faculty and potentially one member from OHSU If specialized expertise is needed, an off-campus member's CV must accompany the GO-16D form, and they can replace one regular member All committee members are required to hold doctoral degrees, and a proposal defense cannot proceed without OGS-approved committee membership.
A 2 Dissertation Format
There are two options for the format of the dissertation https://www.pdx.edu/ogs/electronic-thesis-and-dissertation-etd-formatting-requirements
Dissertations typically follow two standard formats: the monograph format and the multi-paper format The monograph format is centered on a single subject with one author, while the multi-paper format consists of a compilation of three papers, often styled like journal articles, which may include co-authors The multi-paper format is more prevalent in dissertations compared to theses Although the papers in this format do not need to be closely related, an introductory and concluding chapter is required to connect them through a common theme The choice between monograph and multi-paper formats should be made collaboratively with your adviser and committee.
Research must significantly contribute to existing literature and maintain high quality, regardless of its format For dissertations following a "three paper format," each paper should be nearly ready for submission, although they do not need to be fully prepared for publication.
A 3 Structure of the Dissertation Proposal
The student must prepare a detailed dissertation proposal and submit it to the approved dissertation committee for evaluation and final approval This proposal serves as a blueprint for the study, and it should be clear and comprehensive Key components of the proposal include specific objectives, research questions, and a methodology outline, ensuring it meets the committee's requirements for thoroughness and clarity.
1 General nature and present status of knowledge of the problem
2 The theoretical and empirical framework within which the proposed problem exists
3 A thorough review of relevant literature
4 The significance of the proposed research and its likely contributions
5 The research methodology to be used and results of pilot studies, if applicable
For a dissertation formatted as three papers, the proposal should include a comprehensive overall document that encompasses essential information Additionally, for each of the three papers, candidates must provide either an outline, a rough draft, or a specific proposal, depending on what is deemed most suitable by the candidate and their advisor.
To strengthen your proposal, it is crucial to demonstrate your capability to execute the proposed work effectively Specifically, any drafts, outlines, or proposals for a particular paper should include substantiated evidence of your ability to generate the necessary data and perform successful data analysis This evidence may consist of results from a pilot study or selected analyses of existing data sets.
The student must deliver a draft of the dissertation proposal to all members of the approved committee no fewer than 14 days before the proposal defense.
A 4 Proposal Defense and Advancement to Candidacy
All committee members, including pre-approved alternates, must attend the proposal defense in person, with one regular member allowed to join via speakerphone This formal meeting requires the entire approved dissertation committee to convene, where the student will present their written proposal for discussion, evaluation, and recommendations for modification.
The student is responsible for coordinating with committee members to schedule the dissertation proposal defense and securing a room through the Department of Mathematics & Statistics They will deliver a concise 30-minute presentation summarizing their dissertation proposal, followed by a question and discussion session with the committee Upon approval of the dissertation proposal, the doctoral program will recommend the student for advancement to candidacy.
After the dissertation committee approves the proposal, the student must submit the dissertation approval/request for advancement to candidacy form to the Office of Graduate Studies Additionally, the student needs to submit their Human Subjects Application to the HSRRC office located on the 6th floor of the Unitus Building for approval If residency requirements have not been met, a plan for compliance with doctoral residency must be included with the candidacy request.
The dean of Graduate Studies notifies the student of their advancement to candidacy for the doctoral degree Candidates have a timeframe of four months to five years from this date to fulfill all graduation requirements, including the defense and final acceptance of their dissertation by the Office of Graduate Studies It is essential for candidates to maintain continuous enrollment throughout this period.
B H UMAN S UBJECTS
Most dissertations in this program involve research on human subjects, requiring students to submit an application to the Human Research Protection Program (HRPP) office Detailed information regarding the Human Subjects application process is available online It is essential for students to collaborate with their advisors to draft the Human Subject application After the dissertation proposal receives committee approval, the final Human Subject application must be submitted to the HRPP office for approval Importantly, data collection cannot commence until Institutional Review Board (IRB) approval is obtained.
C D ISSERTATION D EFENSE
Candidates must register for a minimum of 27 hours of dissertation (603) credits before graduation A minimum continuing enrollment of one graduate credit is required through the term a student graduates
The candidate, guided by the chair of the dissertation committee and in collaboration with its members, develops a preliminary draft of the dissertation This draft undergoes revisions and corrections as instructed by the committee until it receives their approval.
Candidates must submit the Application for Awarding of Master's or Doctoral Degree form to the Office of Graduate Studies by the first week of their expected graduation term Additionally, the chair of the dissertation committee is required to provide copies of the final draft to all committee members at least two weeks before the final oral examination, also known as the dissertation defense.
To obtain a doctoral degree, candidates must successfully pass the final oral examination and fulfill all degree requirements within five calendar years of advancing to candidacy Additionally, continuous enrollment is mandatory throughout this period.
The final dissertation must be submitted to the Office of Graduate Studies at least three weeks before the end of the term in which you intend to graduate For comprehensive details on formatting, submission procedures, specific deadlines, and information regarding microfilming and copyright of your dissertation, please reach out to the Office of Graduate Studies.
The National Research Council Survey of Earned Doctorates must be completed by the student and returned to the Office of Graduate Studies There is no charge involved
Incomplete or In Progress grades in any course (excluding dissertation, see 11 below) which is in the approved program must be removed no later than two weeks before graduation
All M (Missing) grades in PSU graduate courses that can be letter graded must be resolved at least two weeks prior to graduation, regardless of whether the courses appear on the student's approved doctoral program of study.
The doctoral program must submit the Recommendation for the Degree form (GO-17D) to the Office of Graduate Studies by the last week of the graduation term, ensuring that all in-progress grades are accounted for.
The 603 dissertation credits are updated through this form, removing the necessity for a Supplemental Grade Report for these courses The Dean of Graduate Studies confirms that all degree requirements have been fulfilled and endorses the conferral of the degree.
CONFERENCES AND PROFESSIONAL SOCIETIES
Joining professional societies and engaging in research and conferences are vital for your graduate education and career development Faculty members will often support your attendance at mathematics education conferences, both academically and financially Regularly consult with your professors about upcoming conference schedules, suitable events to participate in, and potential funding opportunities.
A R ESEARCH C ONFERENCES
As a novice mathematics education researcher, attending conferences is crucial for staying updated on research trends, networking with peers, and sharing your findings Numerous local, regional, national, and international conferences provide opportunities for participation and presentation Typically, students collaborate with faculty members to submit proposals, but if you're submitting independently, it's essential to seek feedback from faculty before submission.
January Joint Meetings of the Mathematical Association of America and the
February Conference on Research in Undergraduate Mathematics Education
Association of Mathematics Teacher Educators Conference
March-April National Council of Teachers of Mathematics Annual Conference
American Educational Research Association Conference
July International Group for the Psychology of Mathematics Education
October North American Chapter of PME
B M EMBERSHIP IN P ROFESSIONAL S OCIETIES
Active mathematics education researchers play a crucial role in contributing to the broader community of mathematics education professionals Engaging with professional organizations is a key way for researchers and practitioners to connect, stay informed about current issues, access new research findings, and build a supportive professional network Membership in these organizations typically includes benefits such as annual subscriptions to journals and newsletters, discounts for conferences and meetings, and information on job opportunities Many organizations also foster graduate student involvement through dedicated sub-communities and representation on leadership teams.
Joining professional societies can be essential for your career development, and it's important to choose the ones that align with your interests and goals Many of these organizations provide discounted memberships for graduate students, making it easier to access valuable resources and networking opportunities Some of the most popular professional societies include a variety of options tailored to different fields.
National Council of Teachers of Mathematics (NCTM)
Mathematical Association of America (MAA) and the Special Interest Group on Research in Undergraduate Mathematics Education (SIGMAA on RUME)
American Educational Research Association (AERA) and the Special Interest Group on Research on Mathematics Education (SIG-RME)
Association of Mathematics Teacher Educators (AMTE)
International Group for the Psychology of Mathematics Education (PME)
North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA)
Association of Women in Mathematics (AWM)
All of these professional societies have websites with which you should familiarize yourself throughout your program.
C J OURNALS
Numerous journals globally publish research in mathematics education, with a comprehensive list compiled by Patrick Thompson from Arizona State University available at http://www.pat-thompson.net/zdmzs.html#Top Among the major journals, it is advisable for students to consider a subscription to the Journal for Research in Mathematics Education, which is included in the NCTM student membership.
American Educational Research Journal A Quarterly Publication of the American Educational Research Association
American Mathematical Monthly An Official Publication of the Mathematical Association of America
Education Evaluation and Policy Analysis
Focus on Learning Problems in Mathematics
For the Learning of Mathematics: An International Journal of Mathematics Education
Hiroshima Journal of Mathematics Education
International Journal of Computers for Mathematical Learning
International Journal of Mathematics Education in Science and Technology
Journal for Research in Mathematics Education
The Journal of Mathematical Behavior
Journal of Science and Mathematics Education in Southeast Asia
Learning and Instruction: The Journal of the European Association for Research on Learning and Instruction (EARLI)
Mathematical Didactica: Zietschrift fur Didaktik der Mathematik
Mathematics Education Research Journal (Australia)
Mathematics Teaching in the Middle School
Research in Collegiate Mathematics Education
ZDM: International Reviews on Mathematical Education (Germany)
Appendix A Mathematics Education Program Progress Form
Doctoral Program in Mathematics Education
Department of Mathematics & Statistics Portland State University
Home Phone Work Phone Term/Yr Admitted
Please update this form at the end of each academic year and send (via email) to the Ph.D Director
Course concentrations in three areas (Minimum 18 hours/area)
Mathematics and Statistics (MTH / STAT 500 or 600 level) (Minimum 18 hours)
Course Title Grade Credits Term
Note: Mathematics education courses with MTH prefixes such as MTH 504, MTH 606, or MTH 690-695 should not be used to fulfill this requirement
Course Title Grade Credits Term Instructor
MTH 690 Introduction to Research in Mathematics Education 3
MTH 691 Curriculum in Mathematics Education 3
MTH 692 Research Methodology and Design 3
MTH 693 Research on the Learning of Mathematics 3
MTH 694 Research on the Teaching of Mathematics 3
MTH 695 Topics in Research in Mathematics Education (Insert Topic) 3
Supporting Content Area(s) (Minimum 18 hours)
Course Title Grade Credits Term
First Year Research Practicum (Minimum 3 hours)
Course Project Title Grade Credits Term Project Advisor
Third Year Research Practicum (Minimum 3 hours)
Course Project Title Grade Credits Term Project Advisor
Course Title Grade Credits Term Instructor
Course Title Credits Term Instructor
Other Scholarly Activities (e.g., presentations, research experiences, articles submitted)
Third Year Practicum Proposal Approved (advisor and chair)
● Mathematics For Educators Component Passed
Mathematics Education Comprehensive Exam Passed
Dissertation Proposal Submitted (2 weeks before defense)
Dissertation Submitted (2 weeks before defense)
Appendix B Mathematics Education 2nd Year Evaluation Form
Doctoral Program in Mathematics Education
Department of Mathematics & Statistics Portland State University
Home Phone Work Phone Term/Yr Admitted
What are the student’s areas of strengths?
What are the student’s areas of difficulty?