Most students who are interested in having Mathematics Education as their major field of study have had pre-college teaching experience. Many, although not all, also have a sufficient mathematics background to enable them to complete a minor in mathematics (e.g., at least four mathematics courses at the 400 level or above). Those students who do not select a minor in mathematics may choose from a variety of minor areas (e.g., curriculum studies, teacher education, elementary education, instructional systems technology, educational psychology).

The official program of study, formulated by the student's Program Advisory Committee after considering the student's background and goals, specifically spells out the pattern of coursework and other experiences that the student will use to fulfill the Curriculum and Instruction requirements. Most students interested in mathematics education earn the majority of their mathematics education credits by working in close association with the Mathematics Education faculty in a series of seminars along with independent studies and internships that provide on the job experience for credit.

The written and oral qualifying portfolio, which is completed after most coursework has been completed, focuses on research and practice in mathematics education. After successful completion of the qualifying portfolio, the student chooses faculty members to serve on a Research Committee, writes the dissertation, and defends it in an oral examination.

Individuals who complete Indiana University's Mathematics Education Doctoral Program are prepared to do research in the learning and teaching of mathematics and are qualified to prepare teachers of mathematics at the pre-college level. Students with a strong mathematics background often specialize in the preparation of secondary teachers and may teach collegiate level mathematics courses as well. Individuals without a minor in mathematics often specialize in elementary or middle school instruction, although all students in the program gain knowledge in the entire K-12 curriculum. Graduates of the program are in high demand, typically taking positions as mathematics education faculty in college or university education or mathematics departments.

Prospective students often find it useful when current students or recent graduates describe their backgrounds, career goals, and the types of mathematics education experiences they chose to fulfill their course requirements at IU. A composite of recent graduates shows the coursework and educational experiences of three hypothetical students. These students are representative of the broad range of types of individuals in the mathematics education program at Indiana University. A list of recent and current research and development projects in mathematics education and information on financial aid are also available.

Finally, it should be emphasized that one part of the admission process to the doctoral program in mathematics education at Indiana University is an interview with faculty and current students in the program. This is an important part of the admission process in that it helps to assure a proper fit between the candidate and the program. Whenever possible, interviews should be arranged about two semesters before the candidate intends to begin taking courses. In cases where travel to Indiana is an issue, a telephone interview may be possible.

http://education.indiana.edu/Doctorate/DoctoralProgramDescription/tabid/4894/Default.aspx