Examining the career paths of doctorates in mathematics education working in institutions of higher education.

Shih, Jeffrey C.; Reys, Robert E.; Reys, Barbara J.; Engledowl, Christopher

This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload. Because some of the sample is drawn from graduates of programs with NSF funding related to doctoral preparation, it represents a best-case scenario of doctoral preparation experiences. Notable findings are that about one-half of the doctoral graduates in mathematics education are employed in mathematics departments, the majority (60%) of doctoral graduates remain in their initial faculty position upon completing their doctorate, and that workloads differ substantially across doctorate-granting and non-doctorate-granting institutions.

UNIVERSITIES & colleges; MATHEMATICS education; GRADUATE education; HIGHER education

Investigations in Mathematics Learning, 2020, Vol 12, Issue 1, p1

1947-7503

Academic Journal

10.1080/19477503.2018.1514954