The Mathematics Education major in the Curriculum and Instruction degree program is designed to prepare you to bridge research and practice in the teaching and learning of mathematics. Our core courses highlight historically based introductions to theories of learning and curriculum development, as well as methodologically focused contemporary perspectives on teachers’ professional learning and students’ mathematical learning.
There are three key features of our graduate programs:
We offer an online master’s degree for current educators. The program enhances mathematics teachers’ professional knowledge and skills through an emphasis on the analysis and application of current research in Mathematics Education. Faculty members provide opportunities for you to further your pedagogical and subject matter knowledge and skills by focusing on research-based best practices.
Face-to-Face Master’s (On Campus)
The on-campus master’s degree is designed to enhance mathematics teachers’ professional knowledge and skills through an emphasis on the analysis and application of current research in Mathematics Education. Faculty members provide opportunities for you to further your pedagogical and subject matter knowledge and skills by focusing on research-based best practices. The on-campus master’s degree program is not designed for individuals who are seeking K-12 teacher certification. Instead, they are intended for those who wish to enhance their knowledge of mathematics teaching and learning. Learn more.
Specialist (On Campus)
For advanced studies, the specialist degree offers more in-depth opportunities to further knowledge and practice in Mathematics Education. Focusing on the teaching and learning of mathematics, faculty and students in the program engage in scholarly research to inform the field. Through interactions in a community of scholars that span not only the department and college, but also the university, you are apprenticed through coursework and related research and teaching experiences to work across conventional domains to address significant problems in the field. Learn more.
Doctoral (On Campus)
In the doctoral program, we select students with the necessary preparation and dedication needed to succeed in this content-focused and research-intensive major. The program has been designed to maximize interactions between faculty and students and to focus on current issues of research and practice. It also provides you with considerable flexibility as you pursue your developing goals and interests. A central feature of the program is the inclusion of scaffolded teaching and research apprenticeships that allow you to become a productive researcher and scholar in mathematics teacher education.
As a doctoral student, you are encouraged to pursue interdisciplinary collaborations that leverage your rigorous mathematical preparation. Such collaborations have the potential to offer new insights, theoretical perspectives, and methodological approaches to pivotal challenges facing the field of mathematics education. Learn more.
Please note: These are advanced programs designed for current teachers or other educational professionals. If you are seeking teacher certification for Mathematics Education (grades 6-12), please see our FSU-Teach program.
Faculty who advise graduate students in the Mathematics Education program include:
Christine Andrews-Larson: Dr. Andrews-Larson’s research focuses on instructor reasoning as it is situated in professional settings. She is currently working to coordinate research on student learning and teacher professional development for the purpose of understanding how to scale up inquiry-oriented and equitable instruction with a focus on post-secondary mathematics, particularly in the area of linear algebra.
Kathleen Clark: Dr. Clark’s research centers on the role of history of mathematics in learning and teaching mathematics. The two aspects that she spends the most time on are (1) investigating the ways in which teachers plan for and execute history of mathematics in their instructional practice, and (2) examining the effect of primary historical sources in undergraduate mathematics students’ learning of and views about mathematics.
Elizabeth Jakubowski: The focus of Dr. Jakubowski’s research is on equitable issues in teaching and learning mathematics, including the use of technology in teaching. She also investigates how research-based practices are applied in mathematics in order for all students to have access to critical mathematics, and she examines these to inform the preparation of prospective teachers and continued professional development of practicing teachers.
Ian Whitacre: Dr. Whitacre studies K-8 mathematics teaching and learning. The majority of his work has focused on (a) students’ reasoning about integers and (b) prospective elementary teachers’ number sense development. In addition, Dr. Whitacre’s current project concerns (c) mathematics teaching and learning with PhET interactive simulations at the middle-school level.
In order to meet minimum University admission requirements, applicants must have:
M.S. and Ed.S. Applicant Target Scores:
Verbal – 146+
Quantitative – 140+
Ph.D. Applicant Target Scores:
Verbal – 151+
Quantitative – 145+
Writing – 3+
The Educational Testing Service (ETS) do not retain scores longer than five years. If your test scores are older than five years, you may have to retake the test to have official scores sent directly to FSU from the testing agency. If you have the report that was mailed to your home address for older scores, then FSU will accept that report.
Florida State University
Office of Admissions
282 Champions Way
P.O. Box 3062400
Tallahassee, FL 32306-2400
Applicants must upload the following REQUIRED supporting documents to the Admissions Application Portal:
Curriculum choices in our master’s and specialist programs are designed to enable students to become teacher leaders, college instructors, as well as curriculum specialists, state testing specialists and textbook company representatives. Doctoral program graduates are prepared to become university professors, researchers and leaders in the field.
According to the U.S. Bureau of Labor Statistics, job outlook for high school teachers is expected to grow 7 percent through 2020. The job outlook for instructional leaders/coordinators is expected to grow up to 20 percent through 2020. That translates into over 200,000 new jobs nationwide. The median national annual salary range for these job classifications is $53,230 to $58,830 per year. In the state of Florida, mathematics teachers are identified as one of the critical shortage areas. For university or college professors, the Bureau predicts a 17% increase in jobs by 2020; totaling 305,700 jobs in the 2010-2020 time span. The median national salary is $62,050 per year.
A career in mathematics education can be very rewarding, and a typical path offers ample opportunities for professional development and growth. Educators make a difference in the lifelong learning experience of their students, as well as, the quality and standards of the programs they teach.