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

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.

Jeffrey C. Shih, Robert E. Reys, Barbara J. Reys & Christopher Engledowl (2018) Examining the career paths of doctorates in mathematics education working in institutions of higher education, Investigations in Mathematics Learning, DOI: 10.1080/19477503.2018.1514954
Lead Organization(s): 
Year: 
2018
Short Description: 
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.