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. Offering an online master’s in mathematics education, as well as in-person master’s, specialist (Ed.S.) and doctoral (Ph.D.) degrees, the program features core courses that highlight historically based introductions to theories of learning and curriculum development. As you complete your Ph.D., Ed.S. or master’s in mathematics education, you will gain methodologically focused contemporary perspectives on teachers’ professional learning and students’ mathematical learning.
There are three key features of our graduate programs:
Online Master’s in Mathematics Education
Designed for current educators, the online master’s in mathematics education allows you to continue working while earning an advanced degree. The program enhances mathematics teachers’ professional knowledge and skills through an emphasis on the analysis and application of current research. 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 in math education is designed to enhance your professional knowledge and skills through an emphasis on the analysis and application of current research. 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 for you to further your 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.
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:
Christine Andrews-Larson: Dr. Andrews-Larson’s research is broadly structured around three interrelated foci: (1) student reasoning and instructional design that leverages that reasoning (e.g., in the context of inquiry-oriented mathematics instruction), (2) supports for instructors to productively elicit and build on student reasoning, and (3) attention to equity, particularly regarding ways in which inquiry-oriented instructional approaches may provide different kinds of learning experiences and outcomes for different groups of students. Notably, she has earned grants from the National Science Foundation to pursue this work in the areas of undergraduate linear algebra and in the context of integrating middle grades mathematics with computer science using Scratch.
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.
Robert C. Schoen: Dr. Schoen’s research focuses on educational interventions designed to improve teaching and learning in K–5 mathematics (with an emphasis on number, operations, and algebraic thinking) and grades K–8 statistics. He has directed more than one-dozen randomized controlled trials of interventions focused on increasing teachers’ professional capacity, including programs such as Florida’s Mathematics Formative Assessment System (MFAS) and Cognitively Guided Instruction (CGI). His work always involves partnerships with schools and school districts as well as interdisciplinary collaboration with experts in diverse fields such as educational and psychological measurement, statistics, psychology, and of course, mathematics.
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.
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 7.5% through 2026, which equates to approximately 79,500 new jobs. The job outlook for instructional leaders/coordinators is expected to grow up to 10.5% through 2026. That translates into over 17,000 new jobs nationwide. The median national annual salary range for instructional leaders/coordinators is $64,450 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 9.2% increase in jobs by 2026, totaling 5,300 new jobs. The median national salary is $73,230 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.