sop for phd in mathematics

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Don't know what to write in your personal statement? Ask a mentor for advice! Your mentor can share how they wrote a personal statement and tips and tricks to get admissions committees to like you. Mentors can also help you edit a draft of a personal statement.

Personal Statement

Unlike undergrad applications, the Statement of Purpose (SOP from here on) is meant to be more "professional" than "personal". The purpose of SOP is literally to state your purpose for joining a program: what kinds of math are you interested in? Do you have experiences (research, reading UROPs, classes) in the areas of math you are hoping to pursue? Why are you applying to this specific program, e.g. are there (tenured) professors doing active research in the things you are interested in? In other words, your goal is to convince the professors reading your SOP that the program is a good match for you in terms of your research interests, and to sneak in relevant experiences you have to prove that you can survive (and succeed in) the program.

While there is no "best" template for SOP, there are things that you definitely should avoid. For instance, it is not a good idea to try too hard to impress, especially by writing about mathematical ideas that you don't understand fully. The professors are agile at catching those. It is also generally not a good idea to state that you are only interested in working with one particular professor in the program, unless this is what you really intend to convey. That one professor might not be taking students and your interest might change, so it would make you seem a "riskier" candidate .

Graduate School Statement of Purpose

What is a Statement of Purpose?

The statement of purpose for graduate school should be between 1-2 pages long. Graduate committee members read your statement as part of your overall package. When a graduate committee member reads your statement they also have a copy of your transcript, perhaps your resume, and GRE scores. The statement should be viewed as a way to present some of your experiences that do not appear on your transcripts or to expand on some item on your resume. If you have poor grades in some courses, you could use the statement to explain why this occurred. If there was a gap in your education, this should also be explained. If you have a research and/or teaching experience then you should use the statement of purpose to give some detail about your research experience. This gives you the opportunity to discuss mathematics so that the reader gets the sense that

• you have some deeper understanding of a topic and
• you can communicate mathematical ideas.

Your statement of purpose should not rehash items that can be obtained from your transcripts or your resume. The statement of purpose should convince the reader that you are knowledgeable about undergraduate mathematics and that you have given some thought to your career path towards the doctorate. The statement should also give confidence that you will succeed in a graduate program.

Students will apply to more than one graduate school. Typically students apply to about seven programs. Students should consider writing their statement of purpose and leaving room in the statement to personalize it for each of the institutions where it is to be sent. Students should look up the webpage for the department, look at the research areas and the faculty, and comment on some aspect of that webpage.

In preparation for writing this statement of purpose, students should meet with their advisors and have the advisor look over the statement of purpose before it is sent out. Below are some helpful links when writing your statement of purpose:

• The Princeton Review - Tips for Writing a Statement of Purpose
• Peterson’s – Top Graduate School Essay Writing Mistakes You Must Avoid
• Purdue Online Writing Lab – Writing the Personal Statement
• The Chronicle of Higher Education Article - “Leave Dr Seuss Out of It”

How to Write a Statement of Purpose for Graduate School

Congrats! You’ve chosen a graduate program , read up on tips for applying to grad school , and even wrote a focused grad school resumé . But if you’re like many students, you’ve left the most daunting part of the application process for last—writing a statement of purpose. The good news is, the task doesn’t have to feel so overwhelming, as long as you break the process down into simple, actionable steps. Below, learn how to write a strong, unique statement of purpose that will impress admissions committees and increase your chances of getting into your dream school.

What is a statement of purpose?

A statement of purpose (SOP), sometimes referred to as a personal statement, is a critical piece of a graduate school application that tells admissions committees who you are, what your academic and professional interests are, and how you’ll add value to the graduate program you’re applying to.

Jared Pierce, associate director of enrollment services at Northeastern University, says a strong statement of purpose can be the deciding factor in a graduate student’s admission.  

“Your statement of purpose is where you tell your story about who you are and why you deserve to be a part of the [university’s] community. It gives the admissions committee the chance to get to know you and understand how you’ll add value to the classroom,” he says.

How long should a statement of purpose be?

“A statement of purpose should be between 500 and 1,000 words,” Pierce says, noting that it should typically not exceed a single page. He advises that students use a traditional font at a readable size (11- or 12-pt) and leave enough whitespace in the margins to make the statement easy-to-read. Make sure to double-space the statement if the university has requested it, he adds. 

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How to Write a Statement of Purpose: A Step-by-Step Guide

Now that you understand how to format a statement of purpose, you can begin drafting your own. Getting started can feel daunting, but Pierce suggests making the process more manageable by breaking down the writing process into four easy steps.

1. Brainstorm your ideas.

First, he says, try to reframe the task at hand and get excited for the opportunity to write your statement of purpose. He explains:

“Throughout the application process, you’re afforded few opportunities to address the committee directly. Here is your chance to truly speak directly to them. Each student arrives at this process with a unique story, including prior jobs, volunteer experience, or undergraduate studies. Think about what makes you you and start outlining.”

When writing your statement of purpose, he suggests asking yourself these key questions:

• Why do I want this degree?
• What are my expectations for this degree?
• What courses or program features excite me the most?
• Where do I want this degree to take me, professionally and personally?
• How will my unique professional and personal experiences add value to the program?

Jot these responses down to get your initial thoughts on paper. This will act as your starting point that you’ll use to create an outline and your first draft.

2. Develop an outline.

Next, you’ll want to take the ideas that you’ve identified during the brainstorming process and plug them into an outline that will guide your writing. 

An effective outline for your statement of purpose might look something like this:

• An attention-grabbing hook
• A brief introduction of yourself and your background as it relates to your motivation behind applying to graduate school 
• Your professional goals as they relate to the program you’re applying to
• Why you’re interested in the specific school and what you can bring to the table
• A brief summary of the information presented in the body that emphasizes your qualifications and compatibility with the school

An outline like the one above will give you a roadmap to follow so that your statement of purpose is well-organized and concise. 

3. Write the first draft.

Your statement of purpose should communicate who you are and why you are interested in a particular program, but it also needs to be positioned in a way that differentiates you from other applicants. 

Admissions professionals already have your transcripts, resumé, and test scores; the statement of purpose is your chance to tell your story in your own words.

When you begin drafting content, make sure to:

• Provide insight into what drives you , whether that’s professional advancement, personal growth, or both.
• Demonstrate your interest in the school by addressing the unique features of the program that interest you most. For Northeastern, he says, maybe it’s experiential learning; you’re excited to tackle real-world projects in your desired industry. Or perhaps it’s learning from faculty who are experts in your field of study.
• Be yourself. It helps to keep your audience in mind while writing, but don’t forget to let your personality shine through. It’s important to be authentic when writing your statement to show the admissions committee who you are and why your unique perspective will add value to the program.

4. Edit and refine your work.

Before you submit your statement of purpose:

• Make sure you’ve followed all directions thoroughly , including requirements about margins, spacing, and font size.
• Proofread carefully for grammar, spelling, and punctuation.
• Remember that a statement of purpose should be between 500 and 1,000 words. If you’ve written far more than this, read through your statement again and edit for clarity and conciseness. Less is often more; articulate your main points strongly and get rid of any “clutter.”
• Walk away and come back later with a fresh set of eyes. Sometimes your best ideas come when you’re not sitting and staring at your computer.
• Ask someone you trust to read your statement before you submit it.

Making a Lasting Impression

Your statement of purpose can leave a lasting impression if done well, Pierce says. It provides you with the opportunity to highlight your unique background and skills so that admissions professionals understand why you’re the ideal candidate for the program that you’re applying to. If nothing else, stay focused on what you uniquely bring to the classroom, the program, and the campus community. If you do that, you’ll excel.

To learn more tricks and tips for submitting an impressive graduate school application, explore our related Grad School Success articles .

Editor’s note: This article was originally published in March 2017. It has since been updated for thoroughness and accuracy.

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Applying to grad school? Here’s what you need to know: Part II

In my last post, I shared my experience with diving into grad school applications, as well as my advice for getting started with the application process. By now, you’ve hopefully decided whether (and why!) you’ll be applying to grad school, and if you are, you’ll have taken the GRE and settled on a few programs that pique your interest. (If not, not to worry – read my previous post on applying to grad school here .) In this post, I’ll share my thoughts on navigating two of the more complex aspects of grad school applications: crafting a statement of purpose (also known as: the longest two pages you’ll ever write) and advocating for yourself throughout the application process (and beyond).

A great statement of purpose will make your application. And while a not-so-great statement of purpose might not break your application, it would be a lost opportunity: the statement of purpose is your chance to convince the admissions committee that you are a good fit for the graduate program they oversee.

The trouble? Writing a convincing statement of purpose is tricky, and it comes naturally to almost no one. When I first tried to write mine, I spent a great deal of time staring at a blank page – writing a few words, only to delete them immediately.

The opening “when I was ten years old…” felt cliché. Plus, my interest in math was less a revelation than it was a snowball effect, made more difficult to ignore with each new, tantalizing piece of information I absorbed (the Fourier transform can decompose sound waves into their constituent parts?!). So pretending that my fifth-grade teacher or a childhood science fair was the singular impetus for my impending commitment to a lifelong career in mathematics seemed dishonest. On the other hand, starting the statement with some variation on “I am excited to apply for the PhD program in math at University X” felt too generic.

In the end, I decided to begin my statement of purpose with, well, a statement of purpose. Without preamble, I laid out my professional goals (they were specific, and somewhat unique) and explained how they had come to be. This opening allowed me to segue into my reasons for applying to each program, and from there, into my research background – two integral components to any statement of purpose.

I say this not to argue that this is the best or only way to structure a statement of purpose – it’s not – but to emphasize the following point: a great essay is always genuine, thoughtful, and specific. Providing unique details about your motivations (think: a story about a memorable encounter with mathematics, rather than a generic “I enjoy problem-solving”) will make for an honest, compelling essay. For more specific advice on crafting a statement of purpose, read this .

If time allows, share your essay with the professors who are writing your recommendation letters – it will allow them to write letters that reflect your strengths as relevant to the programs you’re applying to. And don’t forget to have friends and/or professors edit your essay.

If the prospect of crafting a statement of purpose is overwhelming, remember: at the end of the day, your goal in a grad school application is to communicate that you are prepared, both academically and personally, to do research in the program you’re applying to. That’s it. If you successfully communicate why you’re prepared for a research career in your statement of purpose, you’re well on your way to making a convincing argument for why you should be admitted. And once you are, remember:

You are your own best advocate. You may feel lucky to get into grad school when it happens – and you should! – but remember, too, that whichever graduate program you choose is lucky to have you. Advocate for yourself accordingly, and stick to your boundaries when it comes to work environment, hours, pay, health care, teaching load, and the like. While grad school requires a certain amount of sacrifice and compromise, on the whole, it should support, rather than hinder, your personal life – just like any other job.

Here’s a scenario I hear all the time: “My partner and I applied for all (or many) of the same grad schools, but we were accepted to different ones (on different sides of the country).” Sometimes, I’ll ask whether they communicated this fact to the relevant universities, and more often than not, I get a look of confusion in reply. If you’re accepted to a particular program and your partner isn’t, you can write a polite note to the department informing them of the situation – delicately, of course. Yes, you can – and should!

Graduate school is a significant, long-term commitment that people undertake as fully-fledged adults, often with partners, dependents, and major life considerations (starting a family, caring for parents) in tow. In this respect, it is a far cry from undergrad, and should be approached accordingly. When making the decision about which programs to attend, remember that finding a supportive program and advisor, and communicating your personal and professional goals to them as appropriate, is key. Because ultimately, grad school should be a means to pursuing a fulfilling life and career.

For advice on how to survive – and thrive! – in grad school once you’re in, read my previous post here .

About Susannah Shoemaker

1 response to applying to grad school here’s what you need to know: part ii.

Very nice. When I was in Iran, I used to edit SOP’s for people applying to foreign universities. By far, the main mistake I found in many of them was their “lack of specificity.” Change the candidate’s name and it will just as well be an SOP for anyone else applying to that school! Some more tips on writing an SOP: – Your qualifications are already in your your CV. So, do not include numbers and dates and other details.

– Tell a story rather than having scattered facts. Try to weave all you want to say into a unified piece that has flow. If your paragraphs can be reordered freely, then it is a sign your essay lacks cohesion.

– Decide on an impression you want to make and adjust your language and choice of details accordingly. For instance, you may want to present yourself as an organized and hardworking person than, say, a smart/genius one. Deciding on the personality image you want to convey will really give your essay a soul!

– Include specific details not just about yourself, but also about the department. Let them know that you know them, and that they are not “just another school on your list.”

Good luck 🙂

Comments are closed.

Opinions expressed on these pages were the views of the writers and did not necessarily reflect the views and opinions of the American Mathematical Society.

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Doctor of Philosophy (Ph.D.) Major in Mathematics Education

Program overview.

Offered through the Department of Mathematics at Texas State, this Mathematics Education Ph.D. program has particular strength in the number of courses it requires in mathematics as a complement to its courses in the teaching and learning of mathematics. Doctoral graduates will have completed a strong mathematics core in addition to the mathematics education core, thus opening a wide variety of employment opportunities.

The program is for people whose career goals will take them into professional leadership roles involving mathematics education within the United States or internationally. This program prepares its graduates for positions as mathematics or mathematics-education faculty in colleges and universities; as decision-makers in state or local education agencies; as researchers in think tanks, corporations, or not-for-profit organizations; as high-ranking staff in foundations or international organizations; or decision-makers within a national ministry of education.

The ideal admittee has an undergraduate degree in mathematics, mathematics education, or a related field. Students, especially those with a degree in a related field other than mathematics or mathematics education, may need to take background leveling courses. This decision will be made on a case by case basis by the appropriate advisor and would be articulated at the time of admission.

Educational Goal

The educational objectives of the program in mathematics education are:

• To develop a well-balanced foundation in mathematics content including in-depth understanding of basic principles.
• To understand the mathematics needed for our rapidly changing technological society.
• To link mathematics content to pedagogy for effective teaching that addresses educational needs through the entire P-20 continuum.
• To understand how to design best and most effective curriculum and ways to deliver this curriculum.
• To contribute to the knowledge in mathematics education by original research.
• To produce Ph.D. graduates who can become the leaders in the state and the nation's educational community concerning the teaching of mathematics appropriate for the demands of the 21 st century.
• To produce high-quality teachers of mathematics at all levels.

Teaching Experience

The Mathematics Education Ph.D. program expects its students to have had two years of teaching experience. A student who has taught full-time in the public school system for two or more years meets this requirement. A student who has not met this requirement upon admission will be required to gain practical teaching experience before graduation. If a student receives a teaching assistantship while in the program, each long term during which the student has a two-course assignment will count as one half of a year of experience. A student who teaches two summer sessions earns one long semester credit toward this requirement. If a student has other forms of practical teaching experience, the mathematics education advisor will determine the amount of credit received on an individual basis.

Financial Assistance

Almost all doctoral students are expected to receive full financial assistance from the department working as instructional assistants or research assistants. You must be accepted as a Ph.D. student in order to apply. In addition, you much submit to the department

a completed employment application form (available from the departmental web site);

at least one letter of recommendation regarding teaching ability (this could be one of the three letters recommending admission to the program); and

a current curriculum vitae.

Please visit the departmental website for more detailed information. The financial aid application deadline is the same as that for graduate admission. Note that the number of positions available for spring semesters is quite limited. Stipends for research assistantships depend on the types of research grants. Additional summer support is available as instructional assistants or research assistants. Contact the department for more information.

In addition to the financial aid from the Department of Mathematics, The Graduate College offers a wide variety of graduate assistantships and scholarships. Visit the Department of Mathematics website http://www.math.txstate.edu/ or The Graduate College website http://www.gradcollege.txstate.edu/ . Please note that the deadlines for these and other scholarships may be different from those for instructional assistantships in mathematics.

Each student is required to pass 36 hours of core courses, a minimum of 24 hours of elective courses, and a minimum of 18 hours of dissertation, yielding a minimum of 78 hours in course work. No grade earned below a “B” on any graduate course may apply toward a Ph.D. at Texas State. However, advisors may modify a student's doctoral program requirements as a result of either the student's performance in the qualifying exams or a change to their research goals.

The Graduate College issues each Ph.D. student a preliminary degree audit used to plan the student's course of study. In the first term of enrollment, students should review the degree audit in consultation with their supervising professor and the program director. Our advisors tailor doctoral degree audits with the individual student in mind. It is, therefore, possible for the individual degree audit to exceed the number of degree hours stated in the catalog.

Application Requirements

The items listed below are required for admission consideration for applicable semesters of entry during the current academic year. Submission instructions, additional details, and changes to admission requirements for semesters other than the current academic year can be found on The Graduate College's website . International students should review the International Admission Documents page for additional requirements.

• completed online application
• $55 nonrefundable application fee

          or

• $90 nonrefundable application fee for applications with international credentials
• baccalaureate degree or higher (or the equivalent thereof) in mathematics, mathematics education, or a related field from a regionally accredited university
• official transcripts from  each institution  where course credit was granted
• minimum 3.0 GPA in the last 60 hours of undergraduate course work (plus any completed graduate courses)
• GRE is not required
• interview with faculty
• statement of purpose (500 words) describing the student's background and professional goals, including the rationale for pursuing a doctoral degree in mathematics education and teaching philosophy
• three letters of recommendation addressing the student's professional and academic background as well as research and teaching potential
• two years of teaching experience 

TOEFL, PTE, or IELTS Scores

Non-native English speakers who do not qualify for an English proficiency waiver:

• official TOEFL iBT scores required with a 78 overall
• official PTE scores required with a 52
• official IELTS (academic) scores required with a 6.5 overall and minimum individual module scores of 6.0

This program does  not  offer admission if the scores above are not met.

Degree Requirements

The Doctor of Philosophy (Ph.D.) degree with a major in Mathematics Education requires 78 semester credit hours for students admitted with a bachelor's degree. Students entering with a master's degree in mathematics can request up to 24 credit hours of transfer course work to be approved by the dean of The Graduate College upon recommendation from the Ph.D. program director.  See the transfer credit section of this catalog for information about requesting transfer work. 

Course Requirements

Students who do not have the appropriate background course work may be required to complete leveling courses.

Qualifying Examination

Typically, after completion of the core courses or by the end of the second year in residence, each student will be required to take written qualifying examinations. To be eligible to take the qualifying examinations, the student normally will have a minimum grade point average of 3.5 on all the core courses including the transferred equivalent courses that the student has completed. A student will choose two of the following topics to be on his or her qualifying examinations: algebra, analysis, topology, statistics, and discrete mathematics. Mathematics education will be the third topic.

Following the successful completion of all qualifying exams, a student may register for a maximum of three of the required eighteen dissertation credits until successful defense of the dissertation proposal.

Comprehensive Examination Requirements

A comprehensive oral examination of the student’s dissertation proposal will take place as part of the proposal defense.

Advancement to Candidacy

Application for advancement to candidacy.

The dean of The Graduate College approves advancement to candidacy once all requirements are met. Doctoral students must be advanced to candidacy within five years of initiating Ph.D. course work applied toward the degree. Students need to indicate their intent to advance to candidacy during the term they complete the 60 hours of required course work and other departmental requirements. The student will need to download the Advancement to Candidacy form from The Graduate College website. The student will need to complete the form and return it to the doctoral program director. The doctoral program director will then submit the completed form to the dean of The Graduate College for review.

The doctoral candidacy requirements include:

• Completion of all required course work with the exception of dissertation credit hours.
• Successful passage of all three qualifying exams.
• Successful passage of the comprehensive exam.
• Approval of the dissertation proposal.
• At least a 3.5 GPA on all doctoral required courses.

Advancement to Candidacy Time Limit

No credit will be applied toward the doctoral degree for course work completed more than five years before the date on which the student is advanced to candidacy. This time limit applies toward credit earned at Texas State as well as credit transferred to Texas State from other accredited institutions.

Requests for a time extension must be submitted to the doctoral program director, who in turn, submits a recommendation to the dean of The Graduate College.

Grade-Point Requirements for Advancement to Candidacy

To be eligible for advancement to candidacy, the student must have a minimum GPA of 3.5. No grade earned below a "B" on any graduate course may apply toward a Ph.D. at Texas State.

Incomplete grades must be cleared through the office of The Graduate College before a student can be approved for advancement to candidacy.

Dissertation Proposal

In order to be advanced to candidacy, a student must select a doctoral dissertation advisor and committee, submit a dissertation proposal, and successfully defend the proposal in an oral examination with the dissertation committee. The examination will address the problem definition and scope, the relevant literature, and the research method of the proposed dissertation topic. Information about the formation of the dissertation committee can be found in the "Dissertation Research and Writing" section of this catalog. 

Recommendation for Advancement to Candidacy

The doctoral program committee recommends the applicant for advancement to candidacy to the doctoral program director, the department chair, and the dean of The Graduate College. The dean of The Graduate College certifies the applicant for advancement to candidacy once all requirements have been met. To be eligible for admission to candidacy, the student must have successfully completed the qualifying and/or comprehensive exam(s), completed all course work, and successfully defended the dissertation proposal.

Dissertation Research and Writing

All doctoral students are required to complete a dissertation. The dissertation must be an original contribution to scholarship and the result of independent investigation in a significant area. Preparation of the dissertation must follow the latest edition of Kate L. Turabian's A Manual for Writers.

Dissertation Enrollment Requirements

After being admitted to candidacy, students must be continuously enrolled each term for at least three dissertation hours. If a student is receiving supervision on the dissertation during the summer or the student is graduating during the summer, the student must be enrolled in dissertation hours for the summer. All candidates for graduation must be enrolled in dissertation hours during the term in which the degree is to be conferred.

Students must complete a minimum of 18 semester hours of dissertation research and writing credit.

Dissertation Time Limit

Students are expected to complete the dissertation within three years of advancement to candidacy. The mathematics education program director will review the students' annual progress to ascertain his or her progress in pursuing the degree. The program director will consult with the student's Ph.D. advisor and dissertation committee on this matter as appropriate.

Dissertation Committee

A dissertation committee must be formed to oversee the research and writing of the dissertation. The dissertation committee will include a dissertation advisor and a minimum of three additional members (one of whom must be an external member).

The members must be chosen from qualified Ph.D. faculty. The dissertation advisor and the committee members must be selected in consultation with the student. The dissertation advisor will chair the dissertation committee and must be from the major department. The dissertation advisor and committee members must be approved by the doctoral program director, the department chair, and the dean of The Graduate College.

The student is responsible for obtaining committee members' signatures on the proper forms and submitting the forms to the department for further routing approval. The forms may be downloaded from The Graduate College website.

Committee Changes

Any changes to the dissertation committee must be submitted for approval to the dissertation committee chair, the doctoral program director, the department chair, and the dean of The Graduate College. Changes must be submitted no less than sixty days before the dissertation defense. The "Ph.D. Research Advisor/Committee Member Change Request form" may be downloaded from The Graduate College website.

Dissertation Defense

The dissertation defense may not be scheduled until all other academic and program requirements have been fulfilled. A complete draft of the dissertation must be given to the members of the dissertation committee at least 65 days before the date of commencement during the term in which the student intends to graduate. After committee members have reviewed the draft with the student and provided comments, the student, in consultation with the research advisor, will incorporate the recommended changes into a second draft of the dissertation. When each committee member is satisfied that the draft dissertation is defendable, dissertation defense will be scheduled.

The dissertation defense will consist of two parts. The first part is an oral presentation of the dissertation research given as a public seminar. The second part of the defense will immediately follow the public presentation, but is restricted to the student's dissertation committee, and will entail an oral examination over the dissertation research. The full committee, including all external members, must be present. Approval of the dissertation requires positive votes from the student's Ph.D. advisor and a majority of the remaining members of the dissertation committee. Specific information on the examination and defense procedure can be obtained from the doctoral program director.

Approval and Submission of the Dissertation

Following approval and signing of the dissertation by the members of the dissertation committee, the student must submit one copy of the dissertation and one signed "Thesis/Dissertation Committee Approval form" to The Graduate College for final approval. Specific guidelines for approval and submission of the dissertation can be obtained from the office of The Graduate College. Dissertations must be submitted in electronic format.

Doctoral level courses in Mathematics Education: ED , MATH

Courses Offered

Education (ed).

ED 7199A. Dissertation.

Original research and writing in Education-Adult, Professional and Community Education, to be accomplished under direct supervision on the dissertation advisor. While conducting dissertation research and writing, students must be continuously enrolled.

ED 7199B. Dissertation.

Original research and writing in Education-School improvement, to be accomplished under direct supervision of the dissertation advisor. While conducting dissertation research and writing, students must be continuously enrolled.

ED 7299A. Dissertation.

ED 7299B. Dissertation.

ED 7310. Instructional Roles in Counseling, Leadership, Adult Education & School Psychology.

This seminar is intended to prepare graduate teaching and instructional assistants in the CLAS Department to function effectively in various instructional and instructional support roles. Required for first-year teaching assistants and GIAs. This course does not earn graduate degree credit. Repeatable with different emphasis.

ED 7311. Educational Philosophy in a Social Context.

This course examines the philosophical foundations of education from the time of Plato through current writings. It frames these foundations through the lens of educational challenges of today. Readings include classical and current writings.

ED 7312. Leadership and Organizational Change.

This course will familiarize students with different perspectives on organizations, different paradigms by which they might be viewed, and a survey of research done on organizations, organizational leadership and change.

ED 7313. Advanced Studies in Adult Learning and Development.

This advanced seminar will examine research and theoretical literature on a variety of topics including: characteristics of adult learners; models of adult cognitive and psychosocial development; adult cognition, memory, and intelligence; and principles for facilitating adult learning. Restricted to Ph.D. in Education degree, Major in School Improvement.

ED 7314. Community Development for Educators.

Examines models and methods of community development as relevant to the practice and scholarship of formal and non-formal education.

ED 7315. Models of Inquiry: Understanding Epistemologies.

This course examines the philosophies informing different research epistemologies, and examples of how these can be actualized methodologically. Philosophies to be analyzed include feminism, and race-based theory. This course will help students see the multiple possibilities for conducting research.

ED 7316. Advanced Studies in Adult Development.

This course examines current theories of adult development, fundamental developmental changes in adulthood, and the implications for practice in adult education. Restricted to students admitted to the Education Ph.D. Program- APCE major or with permission of instructor.

ED 7318. Advanced Studies in Adult Learning.

This advanced seminar will examine research and theoretical literature on a variety of topics related to adult learning such as: characteristics and diversity of adult learners; key theories of adult learning; alternative perspectives on adult learning; intelligence, aging and wisdom; and learning in the digital age. Restricted to students admitted to the Education Ph.D. Program – APCE major or with permission of instructor.

ED 7320. Literature Review for Research Writing.

In this seminar course, students conduct a careful examination of a body of literature related to a research topic in adult/professional/community/lifelong education. The literature review tests research questions in relation to what is published about a topic, discusses various positions, crafts coherent arguments and addresses knowledge gaps. Prerequisites: ED 7352 or ED 7351 , all with a grade of "B" or better. Restriction: Doctoral standing.

ED 7321. Historical and Philosophical Foundations and Contemporary Issues in Adult Education.

Examines historical and philosophical foundations for the study and practice of adult professional, and community education in formal and non-formal settings; and contemporary issues in adult education in a “learning society.” Prerequisites: Core courses or instructor’s permission.

ED 7322. Human Resource and Professional Development.

Examines the methods, practices, and issues of facilitating learning related to occupational, professional, and volunteer roles. Prerequisites: Core courses or instructor’s permission.

ED 7324. Problems and Strategies in Program Planning Seminar.

Addresses principles and procedures, issues and trends, utilization of assessment, goal setting, and other effective strategies for developing learning opportunities and programs responsive to human, professional, and community needs. Prerequisites: Core courses or instructor’s permission.

ED 7326. Theoretical Foundations of Educational Policy, Politics and Practice.

This course examines the historical and theoretical underpinnings informing educational policy, politics and social justice. It addresses both the micro and macro levels of the context, values, and cultural norms guiding policy and practice in a democratic society. Prerequisites: ED 7311 and ED 7312 and ED 7313 , all with a grade of "C" or better.

ED 7327. Education Policy Development.

This course equips students with the skills needed to analyze the origins and consequences of existing policy and to play active roles in policy development for educational equity and social justice. Prerequisite: ED 7326 with a grade of "C" or better.

ED 7328. Research and Analysis in Education Policy.

This course engages students in a field-based educational policy research project using quantitative and qualitative techniques. Students will develop their skills to identify policy issues, gather and analyze data, and draw conclusions, and disseminate findings. Prerequisites: ED 7326 and ED 7327 and ED 7351 and ED 7352 , all with a grade of "C" or better.

ED 7329. Field-Based Experience in Educational Policy.

This course provides fieldbased practice in policy analysis and development from a democratic and social justice perspective. With guidance from a university faculty supervisor and site mentor, the student will develop and implement a policy project related to democracy and social justice. Prerequisite: ED 7328 with a grade of "C" or better.

ED 7331. Foundations of School Improvement.

Examines school improvement efforts from philosophical, political, psychological, cultural, ethical, and technological foundations. Prerequisites: Core courses or instructor’s permission.

ED 7332. Facilitating School Improvement.

Examines school culture, schools as learning communities, the change process, and research-based school improvement models, with experiential applications. Prerequisites: Core courses or instructor’s permission.

ED 7333. Curriculum and Instructional Leadership.

Examines the relationship between curriculum, instructional improvement, and teacher development, with experiential applications. Prerequisites: Core courses or instructor’s permission.

ED 7334. Models of Educational Assessment.

Includes assessment of student learning at the individual, classroom, school, and system level; teacher assessment; and program assessment. Prerequisites: Core courses or instructor’s permission.

ED 7341. Dissertation Proposal Development.

In this course students approaching dissertation stage meet in a seminar designed to help them clarify their research problem and develop a preliminary proposal for the dissertation. Core and concentration courses must be completed with minimum grades of "B" in each course prior to taking ED 7341 . Prerequisites: ED 7351 and ED 7352 , and ED 7353 or ED 7354 , all with a grade of "B" or better. Departmental approval required.

ED 7345. Human Resources and Instructional Management.

This course focuses on the twin areas of human resource administration and instructional improvement. Topics addressed include legal requirements for personnel management, staff supervision, appraisal, and development, curriculum planning and alignment and student assessment. Students taking the course will complete an original research project under the instructor’s direction.

ED 7347. The Superintendency.

This course addressed issues critical to superintendents in Texas. These include leadership, leadership assessment, school board relations, and other governance issues, management strategies, the role of public education in a democratic society, and professional ethics. Students taking the course will complete an original research project under the instructor’s direction.

ED 7349. School Finance and Business Management.

This course focuses on the financing of public schools. Students will examine the school budgeting process, sources of school revenues, principals of taxation, methods of school fund accounting, and techniques of business management. Students taking the course will complete an original research project under the instructor’s direction.

ED 7351. Beginning Quantitative Research Design and Analysis.

Includes descriptive statistics; sampling techniques; statistical inference including the null hypothesis, significance tests, and confidence intervals; and causal-comparative analyses, including t-test and ANOVA. Prerequisites: Core and Concentration courses or instructor’s permission.

ED 7352. Beginning Qualitative Design and Analysis.

Introduces the qualitative paradigm. Includes distinctive features, alternative qualitative traditions, purposeful sampling, common data collection methods, inductive analysis, the role of the researcher, and evaluating qualitative research. Prerequisites: Core and Concentration courses or instructor’s permission.

ED 7353. Intermediate Quantitative Research Design and Analysis.

This course focuses on issues in the design and implementation of quantitative research. Topics include ANOVA, ANCOVA, and MANOVA, correlation analysis, regression analysis, nonparametric tests, and relationships between experimental designs and statistical analysis techniques. Prerequisite: ED 7351 with a grade of "B" or better, or instructor’s permission.

ED 7354. Intermediate Qualitative Design and Analysis.

Focuses on issues in design and implementation of qualitative research. Topics include influence of alternative traditions, literature in qualitative research, access to the field and ethical issues, researcher-participant relationships, purposeful sampling strategies, inductive analysis procedures, developing theory, and reporting research. Prerequisite: ED 7352 with a minimum grade of "B", or instructor’s permission.

ED 7357. Advanced Study in Action Research.

This course examines underlying theory, practice, skills, and issues in action research. Conducting research in the area of action research is also addressed. This course is an appropriate elective for majors in School Improvement or Adult, Professional and Community Education.

ED 7359. Seminar in Quantitative Research.

This course is a small group seminar that focuses on analytic strategies specific to the doctoral student’s dissertation topic. Examples include structural equation modeling, hierarchical linear modeling, log linear modeling, non-parametric analyses, factor analysis, factorial analysis of variance, and other multivariate statistical methods. Prerequisites: ED 7351 and ED 7353 , all with a grade of "B" or better.

ED 7364. Team Development in Education.

This course addresses the development and use of educational teams to improve educational organizations, teaching, and learning. Because of its focus on education, it is recommended only for doctoral students preparing for careers in educational settings.

ED 7371. Anthropology and Education.

This course introduces the student to the basic concepts in anthropology and education and sketches the application of these concepts. It explores the research in anthropology and education with relevance to both K-12 schools and other, more general educational settings. The course is an appropriate elective for Education Ph.D. majors.

ED 7378. Problems in Education.

Individual problems or topics will be designed and completed to emphasize selected areas of study. May be repeated for additional credit at the discretion of the program coordinator.

ED 7379. Independent Study.

Individual problems or topics will be designed and completed to emphasize selected areas of study in the Counseling, Leadership, Adult Education & School Psychology Department. May be repeated for additional credit at the discretion of the program coordinator.

ED 7389B. Seminar in International Educational Research: Chile.

This course develops theoretical knowledge, methodological skills, and scholarly capacity for international educational research. It focuses on research within the complex educational environment of Chile, involving seminar components held at the university and research fieldwork in Chile. International research is framed as a form of service learning. Restricted to students in the PhD in Education program.

ED 7389C. Advanced Theory in Qualitative Research.

This course features advanced study in qualitative research methods. The course studies such methods as ethnography, case study, phenomenology, narrative analysis, post-qualitative research, grounded theory, or more advanced qualitative research in general and their constitutive field techniques. Prerequisites: Introduction to Qualitative Research and Intermediate Qualitative Research.

ED 7389D. Advanced Theory in Qualitative Research: Narrative Research.

The purpose of this course is to explore the possibilities of narrative research. The course will provide an overview of narrative inquiry, look at various theories and corresponding examples of research, and explore, analyze, and interpret data using narrative methods. Prerequisites: Introduction to Qualitative Research and Intermediate Qualitative Research.

ED 7389E. Mexican Perspectives on Mexico - U.S. Immigration.

The course gives U.S. educators an understanding of Mexican to U.S. immigration from Mexican women’s perspectives. Students will read background information and visit Mexico where through lectures, field interviews, and field visits, they will view immigration from the “other side”. They will analyze and write up data when they return. (MULT).

ED 7389H. Oracy and Language Expression for Educators.

This course focuses on the theory and practice of language expression. It emphasizes the relationship between audience analysis, speaker goals, organized outlines, delivery and development of personal style of presentation skills. The course offers direct experience writing, delivering, and constructively evaluating public speeches in a variety of educational contexts.

ED 7389I. Comparative Studies in International Adult Education.

This course compares a model of adult learning, communities of practice (CoP) today with its practice in pre-historical times. It will involve international travel and working with scholars to contrast theory and practice in the United States with the new setting. Students from both contexts will be encouraged to present their work in a conference format.

ED 7389L. Writing for Publication.

Students will hone their writing skills. Students will work individually and in groups, getting feedback from other students and the instructor. Topics include APA style, getting started, first drafts, polishing and tightening, re-writing, submitting a manuscript, responding to feedback/reviews and more. Restricted to masters' and doctoral students.

ED 7389M. Shifting Demographics in Texas: Exploring Education, Democracy and Healthy Communities.

Students will explore the shifting population in Texas through multiple frames including historical, sociological, anthropological and political. Class will canvas the literature and emerging community conditions as a vehicle for imagining possible theoretical, policy and local responses to the conditions we see in schools and local communities.

ED 7389O. Educational Privatization: Policies, Actors, and Effects.

This course interrogates the origins and outcomes of educational privatization. In this course, students will review the foundations of education as a public good, study frameworks and theories of privatization, trace public policies promoting privatization, delineate types of educational privatization over time, and examine the actors involved in educational privatization.

ED 7389P. International Comparative Adult, Community, and Higher Education Research and Study: Italy.

This course develops theoretical knowledge, methodological skills, and scholarly capacity for educational research. It focuses on comparative adult, higher, and socio-cultural education within the complex educational environment of Italy, involving seminar components held at the university and research fieldwork and presentation in Italy. Prerequisite: Should the student not be able to participate in the international component of the course, a domestic alternative can be discussed prior to enrollment.

ED 7389Q. Schools, Communities and Race in a Democratic Society.

The class explores race through a personal lived perspective. This class will view race as a social construct. Students will interrogate the phenomena of race through multiple lens and frames, including but not limited to, an ontological perspective, its use in organizations, and its use in re-segregating society.

ED 7389R. Understanding the Self: Anatomy of Engaged Scholarship.

Successful leadership in school settings requires an understanding of human behavior. This understanding begins with knowledge of self and leads to the understanding of others at the micro and macro levels. The focus of this course is on you, the learner, and your surroundings. The goal is to enhance the student’s self-awareness of values, beliefs, attitudes and the ecological context informing and impacting their school leadership experience. This understanding will inform the past, but also begin to inform your future as you matriculate through your course work. We will employ interdisciplinary literature to inform this work.

ED 7389S. Feminist and Critical Thought in Education.

Feminist and Critical thought provides a means to examine and understand how issues of power shape and impact cultures, societies, and their associated policies and practices. In this seminar, students will engage with varying feminist and critical perspectives, frameworks, theories, epistemologies and methodologies to consider their application in examining their own educational journeys as well as current and systemic issues in education. Course readings and materials will primarily draw from the work of seminal and minoritized feminist and critical scholars, while providing students an opportunity to identify and explore course readings and materials of their choice as well.

ED 7399A. Dissertation.

Original research and writing in Adult, Professional, and Community Education, to be accomplished under direct supervision of the dissertation advisor. While conducting dissertation research and writing, students must be continuously enrolled each semester (including summer) for at least three dissertation hours.

ED 7399B. Dissertation.

Original research and writing in School Improvement, to be accomplished under direct supervision of the dissertation advisor. While conducting dissertation research and writing, students must be continuously enrolled each semester (including summer) for at least three dissertation hours.

ED 7599A. Dissertation.

ED 7599B. Dissertation.

ED 7699A. Dissertation.

The student conducts original research and writing in Adult, Professional, and Community Education, guided by the direct supervision of the dissertation chair. While conducting dissertation research and writing, students must be continuously enrolled.

ED 7699B. Dissertation.

Students produce a dissertation under direct supervision of dissertation advisor. While conducting dissertation research and writing, students must be continuously enrolled. Prerequisites: Core, Concentration, and Methodology courses or instructor’s permission.

ED 7999A. Dissertation.

ED 7999B. Dissertation.

Original research and writing in Education-School Improvement, to be accomplished under direct supervision of the dissertation advisor. While conducting dissertation research and writing, students must be continuously enrolled.

Mathematics (MATH)

MATH 7111. Seminar in Teaching.

Seminar on individual study projects concerned with selected problems in the teaching of mathematics. This course does not earn graduate degree credit.

MATH 7188. Seminar in Mathematics Education.

Students are required to attend weekly research seminars in Mathematics Education and to give at least one research presentation in the seminar during the semester. This course is repeatable for credit.

MATH 7199A. Dissertation.

Original research and writing in Mathematics Education to be accomplished under direct supervision of the dissertation advisor. While conducting dissertation research and writing, students must be continuously enrolled each long semester.

MATH 7299A. Dissertation.

This course represents a Mathematics Education student's dissertation enrollments. The course can be repeated as necessary. The dissertation credit (18 hours) will not be awarded until the dissertation is submitted for binding. Prerequisite: completion of the core and required concentration courses, or approval of student's dissertation advisor.

MATH 7301. Studies in Mathematics.

This course provides basic foundations in Mathematics for students entering the doctoral program in Mathematics Education. This course may be repeated. This course does not earn graduate degree credit.

MATH 7302. History of Mathematics.

A study of the development of mathematics and of the accomplishments of men and women who contributed to its progress.

MATH 7303. Analysis I.

This course covers foundations of modern analysis. Topics include: sequences, LimSup, LimInf, Sigma Algebras of sets that include open and closed sets, sequences of functions, pointwise and uniform convergence, lower and upper semi-continuity, Borel sets, outer measure, and Lebesgue measure. Prerequisite: MATH 4315 .

MATH 7306. Current Research in Math Education.

This course surveys the various current social, political, and economic trends in local, state, national, and international settings that are related to research in Mathematics Education.

MATH 7307. Algebra I.

Applications of Algebra and topics in modern algebra, including permutation groups, symmetry groups, Sylow theorems, and select topics from Ring Theory. Prerequisite: MATH 4307 .

MATH 7309. Topology I.

A course in point-set topology emphasizing topological spaces, continuous functions, connectedness, compactness, countability, separability, metrizability, CWcomplexes, simplicial complexes, nerves, and dimension theory. Prerequisite: MATH 4330 .

MATH 7313. Analysis II.

This course covers the theory of integration with special emphasis on Lebesgue integrals. Topics include: Lebesgue integral, Bounded Convergence theorem, differentiation and integration, absolute continuity, and Lp spaces. Prerequisite: Math 7303.

MATH 7317. Algebra II.

A study of the important algebraic structures of rings and fields. Topics covered include rings, ideals, modules, polynomial rings, Euclidean algorithm, finite fields, and field extensions. Topics also include an introduction to Galois Theory with an emphasis on the geometric applications. Prerequisite: MATH 7307 .

MATH 7319. Topology II: Algebraic Topology.

This course covers the fundamental concepts and tools of algebraic topology. Topics include the fundamental group, covering spaces, homotopy type, the higher homotopy groups, singular homology theory, and the computation of homology groups via exact sequences and applications. Prerequisite: MATH 7307 and MATH 7309 .

MATH 7321. Graph Theory.

Topics in this course include trees, connectivity of graphs, Eulerian graphs, Hamiltonian graphs, planar graphs, graph coloring, matchings, factorizations, digraphs, networks, and network flow problems. Prerequisite: MATH 3398 .

MATH 7323. Theories of Knowing and Learning in Mathematics Education.

This course surveys the major theories of knowing and learning that have influenced mathematics education. These theories include behaviorism, constructivism, sociocultural theories, situated cognition, and others.

MATH 7324. Curriculum Design & Analysis.

This course examines, analyzes, and evaluates the various concepts, topics, methods, and techniques that are related to curriculum design in Mathematics Education for grade levels P-16.

MATH 7325. Statistics 1.

A study of the mathematical and probabilistic underpinnings of the techniques used in statistical inference. Topics covered include sampling, sampling distributions, confidence intervals, and hypothesis testing with an emphasis on both simulations and derivations. Prerequisite: Math 2321 and Math 3305.

MATH 7328. Instructional Techniques & Assessments.

This course examines, analyzes, and evaluates the various concepts, topics, methods, and techniques of instruction in Mathematics Education and the related assessment procedures for each for grade levels P-20.

MATH 7331. Combinatorics.

This course is a study of fundamental principles of combinatorics. Topics include: permutations and combinations, the Pigeonhole principle, the principle of inclusion-exclusion, binomial and multinomial theorems, special counting sequences, partitions, posets, extremal set theory, generating functions, recurrence relations, and the Polya theory of counting. Prerequisite: MATH 3398 .

MATH 7335. Statistics II: Linear Modeling.

A study of the formulation and statistical methodologies for fitting linear models. Topics include the general linear hypothesis, least-squares estimation, Gauss-Markov theorem, assessment of model fit, effects of departures from assumptions, model design, and criteria for selection of optimal regression models. Prerequisite: MATH 3377 and MATH 7325 .

MATH 7346. Quantitative Research Analysis in Mathematics Education.

This course surveys the various research techniques used in quantitative analysis for mathematics education and covers topics such as experimental design, statistical analysis, and use of appropriate design methodologies to achieve the strongest possible evidence to support or refute a knowledge claim. Prerequisite: MATH 7306 and MATH 7325 .

MATH 7354. Advanced Qualitative Research.

This course encompasses the techniques and tools needed for the development, investigation, and demonstration of competence in conducting qualitative research in mathematics education. Principles of qualitative data analysis are a significant focus of the course, with particular attention given to specific methods used to code and analyze data. Prerequisite: ED 7352 with a grade of "B" or better.

MATH 7356B. Advanced Qualitative Research.

This course encompasses investigation, development, and demonstration of competence, design, and execution for mathematics education problems in qualitative research. Prerequisite: ED 7352 or CI 7352 .

MATH 7356C. Action Research in Mathematics Education.

This course examines underlying theory and issues in action research model and the development of action research projects. Prerequisites: MATH 7346 or ED 7352 .

MATH 7358. Advanced Quantitative Research in Mathematics Education.

This course surveys the various research techniques used in quantitative analysis for mathematics education and covers topics such as experimental design, statistical analysis, and the use of appropriate design methodologies to achieve the most substantial evidence to support or refute a knowledge claim. Prerequisite: MATH 7346 with a grade of "B" or better or permission of instructor.

MATH 7361. Seminar in Advanced Mathematics.

Material in course will vary with the interest of students and faculty. A detailed study of subject matter may be chosen from advanced areas of analysis; algebra; topology and geometry; applied mathematics; and probability and statistics. This course is repeatable for credit when subject matter varies.

MATH 7363C. FUNCTNL ANALYSIS.

MATH 7366A. Teaching Post-Secondary Students (Developmental Math, Service Courses, and Majors).

This course examines how to develop and teach post-secondary students. The course references the recommendations of government agencies and professional organizations and allows for the investigation of research-based models. Prerequisites: MATH 7306 .

MATH 7366B. Teaching K-12 Students (Elementary, Middle School, and High School).

This course examines how to develop and teach K-12 students. The course references the recommendations of government agencies and professional organizations and allows for the investigation of research-based models. Prerequisite: MATH 7306 .

MATH 7366C. Teaching Teachers (In-Service; Pre-Service).

This course examines how to prepare teachers of mathematics. The course references the recommendations of government agencies and professional organizations and allows for the investigation of research-based models. Prerequisite: MATH 7306 .

MATH 7366D. Teaching Specialized Content.

This course will be an in-depth study of a specialized content area in mathematics with an emphasis on teaching. The specific content area will vary by instructor. Examples include Euclidean Simplex Geometry and Discrete Probability Spaces with Implications for Public School Curriculum.

MATH 7366E. Developmental Mathematics Curriculum.

This course surveys the research, development, and evaluation of the scope and sequence of developmental mathematics curriculum. The course references the recommendations of government agencies and professional organizations and allows for the investigation of research-based models.

MATH 7366F. Research in Undergraduate Mathematics Education I.

Students will develop the requisite knowledge to become a good consumer of Research in Undergraduate Mathematics Education (RUME) research. The course will cover the theoretical underpinnings of current and historic RUME research. Students will develop the knowledge to understand relevant theoretical stances and the role they play in research. Prerequisite: Math 7306 or permission from the instructor.

MATH 7366G. Research in Undergraduate Mathematics Education II.

In this course, students will develop necessary knowledge to design/conduct RUME research via a topic-driven look at current RUME research. Core topics include proof, analysis/calculus, abstract algebra, linear algebra, and differential equations. Students will develop a depth of knowledge related to these topics and engage in research design and development. Prerequisite: MATH7306 and MATH7366F.

MATH 7371A. Advanced Graph Theory.

Topics in this course include Turan's problems, Ramsey theory, random graph theory, extremal graph theory, algebraic graph theory, domination of graphs, distance problems, and applications. Prerequisite: MATH 7321 .

MATH 7371B. Advanced Combinatorics.

Topics in this course include Block designs, Latin squares, combinatorial optimization problems, coding theory, matroids, difference sets, and finite geometry. Prerequisite: MATH 7331 .

MATH 7371C. Combinatorial Number Theory.

A study of fundamental techniques in combinatorial number theory. Topics will include Waring's problem, additive number theory, and probabilistic methods in number theory. Prerequisite: MATH 7331 .

MATH 7371D. Discrete Optimization.

A study of some fundamental techniques in discrete optimization. Topics include discrete optimization, linear programming, integer programming, integer nonlinear programming, dynamic programming, location problem, scheduling problem, transportation problem, postman problem, traveling salesman problem, matroids, and NP-completeness. Prerequisites: MATH 7321 and 7331 .

MATH 7371E. Algorithms and Complexity.

A study of some fundamental concepts of computability and complexity. Topics include polynomially bounded problems, NP-complete problems, exponentially hard problems, undecidable problems, and reducibility. Prerequisite: MATH 7331 .

MATH 7371F. Probabilistic Methods in Discrete Mathematics.

A study of some fundamental probabilistic techniques used to solve problems in graph theory, combinatorics, combinatorial number theory, combinatorial geometry, and algorithm. Topics include linearity of expectation, alterations, second moment, local lemma, correlation inequalities, martingales, Poisson paradigm, and pseudo-randomness. Prerequisites: MATH 7321 and 7331 .

MATH 7371G. Applied Discrete Mathematics.

This course introduces fundamental concepts in logic, Boolean algebra, and binomial coefficients; and applications in different fields such as complexity of algorithms and network theory. Prerequisites: MATH 2472 and MATH 4307 , all with a grade of “C” or better, or with departmental approval.

MATH 7371H. Combinatorial Networks.

Combinatorial Networks is an area of study of certain types of networks using combinatorial methods extensively. This course introduces fundamental basics as well as the latest development in this area of research. Prerequisite: MATH 5307 /7307 with a grade of "C" or higher.

MATH 7375C. Time Series Analysis.

A study of the theory of time-dependent data. The analysis includes modeling, estimation, and testing; alternating between the time domain; using autoregressive and moving average models and the frequency domain; and using spectral analysis. Prerequisite: MATH 7335 .

MATH 7375D. Advanced linear Modeling.

The course provides an extension of regression methodology to more general settings where standard assumptions for ordinary least squares are violated. Topics include generalized least squares, robust regression, bootstrap, regression in the presence of autocorrelated errors, generalized linear models, and logistic and Poisson regression. Prerequisite: MATH 7335 .

MATH 7378A. Problem Solving, Reasoning, and Proof.

A study of the fundamental concepts of problem solving, logic, set theory, and mathematical proof and applications of these concepts in mathematics curriculum for grades P-20. Prerequisite: MATH 7306 .

MATH 7378B. Connecting and Communicating Math.

This course examines one of the basic principles involved in mathematics education: Connecting and Communicating Mathematics. This fundamental theme will be reviewed, researched, and discussed. Prerequisite: MATH 7306 .

MATH 7378C. Representing Fundamental Math Ideas (Function, Data Analysis, and Enumeration).

This course examines the basic principles involved in mathematics education. The process of representing fundamental mathematical ideas will be reviewed, researched, and discussed. Prerequisite: MATH 7306 .

MATH 7378D. Math Technologies.

This course examines the basic principles involved in mathematics education: Technology. This fundamental theme will be reviewed, researched, and discussed. Prerequisite: MATH 7306 .

MATH 7378E. Developmental Mathematics Perspectives.

This course examines developmental mathematics-specific strands including technological course support and placement tools/decisions. Issues related to the first mathematics core course required of undergraduates will aslo be addressed.

MATH 7378F. Research on Mathematical Problem Solving in Secondary Schools.

In this course a careful study is made of elementary techniques for problem solving in a variety of domains, including algebra, number theory, combinatorics, geometry, and logic puzzles. Students will learn these techniques by actually working on a collection of problems in each of these areas. Students will read and examine research about various aspects of problem solving and research in math education that includes both teacher training and student learning.

MATH 7378G. Discourse Processes, Traditions, and Analysis in Mathematics Education.

Discourse and discourse analysis have been used to answer research questions across disciplines throughout the humanities and social sciences. This course will focus on theory and methods for the analysis of discourse in mathematical settings. We will learn how different approaches to discourse are used to understand mathematics learning. Prerequisite: MATH 7306 .

MATH 7378H. Equity in Mathematics Education.

Equity in Mathematics Education is a course examining research on equity issues in mathematics education. These equity issues will range from race, culture, class, and gender as they relate to the teaching, learning, and schooling of mathematics education. We will look at how equity is framed within the field of mathematics education, what has been addressed, and what has not been conceptualized. The course will help students understand the literature in the field, critique the extant research literature, design research, and consider important facets of teaching for various student groups. Prerequisite: MATH 7306 with a grade of "C" or better.

MATH 7385. Independent Study in Mathematics.

Student will work directly with a faculty member and develop in-depth knowledge in a specific topic area of mathematics. Topics vary according to student’s needs and demands. Repeatable with different emphasis.

MATH 7386. Independent Study in Mathematics Education.

Student will work directly with a faculty member and develop in-depth knowledge in a specific topic area of Mathematics Education. Topics vary according to student's needs and demands. Repeatable with different emphasis.

MATH 7389. Internship.

Students will work under the supervision of a faculty member to gain practical knowledge in Mathematics Education. Student experience can come from industry, government agencies, or other sources but must directly apply to furthering knowledge of mathematics education or its application.

MATH 7396. Mathematics Education Research Seminar.

Collaborative research projects with faculty through identifying an educational issue, reviewing literature, creating a research question, designing a methodology, analyzing data, drawing conclusions, implications, and creating a draft of a publishable paper. Prerequisite: MATH 7356, and ED 7352 or MATH 7346 , all with a grade of "B" or better.

MATH 7399A. Dissertation.

MATH 7599A. Dissertation.

MATH 7699A. Dissertation.

MATH 7999A. Dissertation.

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SOP & LOR

SOP For PhD: Us...

SOP For PhD: Use Yocket’s PhD SOP Sample And Format To Draft Your Impressive SOP

  A PhD statement of purpose is an important aspect of your PhD application. While your academic records and LORs demonstrate your academic qualifications, your PhD SOP allows you to introduce yourself as a candidate in a more comprehensive and convincing manner. This is your chance to define yourself as a motivated candidate! So, invest ample time in drafting and finishing your PhD SOP. Also, refer to as many statement of purpose for PhD samples as possible.

And Of course, each university is different. So, before you start drafting your statement, double-check the needs of your desired university. Refer to the statement of purpose for PhD samples. But, keep in mind that, a compelling PhD statement of purpose is critical for your success.

To ace your PhD SOP in this blog, we will discuss the following - How to write a good PhD SOP? Along with free PhD SOP samples.

How to Write a Winning SOP for PhD

It is critical to recognise the distinction between a PhD SOP and any other SOP. A PhD SOP, for example, is heavily focused on research. Your PhD SOP as shown in the PhD samples below must highlight the candidate's research aptitude, time management skills, efficiency, analytical and reasoning abilities.

In addition to that, you need to show interest in research, whether it is talking about one's own study, a fascinating subject of research or interest in a professor's research. Having said that, follow the given statement of purpose format for PhD and present yourself well:

Introduction

• Start with a very concise introduction.
• Talk about your interest in the PhD, the subject, university and the mentor.

First Paragraph

• Mention your previous academic and research achievements.
• You need to convince the admissions committee that you are capable of handling records and research. So, justify your research interest and your calibre.

Look at the PhD statement of purpose example below to gather ideas for presentation.

Second Paragraph

• Reason for choosing the programme and how do you feel about the specialisation.
• Share your short term and long term plans.

Third Paragraph

• While applying for a PhD, it is imperative that you explain the reason for choosing the particular country you are aspiring to study in.
• Try to include previous studies that you have done about that country. For instance, if you look at the PhD statement of purpose examples, you will see how the candidate has expressed his interest in studying in the US.

Fourth Paragraph

• Your selected mentor ought to have a good understanding of why you wish to study with him/her.
• Talk about the commonalities you have with the subject and your mentor’s interest in your PhD SOP.

Fifth Paragraph

• Write about your short and long term career goals. Like the PhD SOP examples below you can compose your future plans after your PhD.
• Add any future study topics you'd want to look into, as well as how and why these areas influence the community as a whole.
• Following the PhD SOP samples, you can also point out the vision you have for your job 10-15 years from now. This acts as an important indicator of your thoughts and showcases how you plan to integrate your knowledge into practicality.
• Summarize your intentions and adhere to the statement of purpose for PhD sample format.
• Your conclusion must leave a lasting impression. So, make sure you leave an impressive sign out.

By following the above format, you will be able to successfully draft a PhD SOP.

Dos and Don'ts for an SOP for PhD

There are certain key do's and don'ts and guidelines to follow while writing your PhD SOP. Refer to the table below to understand them clearly:

Soft Skills you MUST Talk About in your SOP for PhD

To pursue a PhD, there are some soft skills or interpersonal skills that you should highlight in your SOP for a PhD abroad. By highlighting these skills you will increase your chances of getting an admission. So, do talk about your:

• Problem-solving
• Analytical thinking
• Communication
• Passion for success
• Willingness to learn

Popular Universities for PhD Courses & their Criteria

Most universities follow the format of the popular universities from the same country. Although the guidelines remain the same, in some cases, the university provides its own PhD SOP structure. For that, we’d recommend you check out their websites. However, to understand the requirements of some of the top universities, read the following:

RWTH Aachen University, Germany

To apply to German universities, follow the guidelines below:

• Talk about yourself
• 500-1,000 words
• Why do you want to study this program
• Explain that you’re fit for the respected university
• Display intellectual curiosity
• Showcase your research experience and skillset
• Submit an error-free SOP.

University of Montreal, Canada

If you are composing an SOP for Canada, then follow the guidelines below and add details of the points mentioned below:

• 1,000-1,500 words
• Adds facts about yourself
• Academic qualifications
• Answer - Why are you the right person for the course? Why is the course right for you?
• Explain that you strongly align with their university’s values

John Hopkins University, USA

US SOP requirements differ from university to university. But, the straightforward insights to look out for are:

• 2-page limit and 11-12 font size
• Talk about your interest in the program
• Add insights about past research experiences
• Avoid diving deep into how great the university is
• Avoid talking excessively about your personal life too

As an extension of our discussion about SOP for a PhD, it is vital to add that the letter of motivation is different from an SOP. You might have to compose a letter of motivation to pursue a PhD. This letter is addressed to a specific department or professor. However, your SOP is the deciding factor for your SOP.

The above-mentioned sample SOP for PhD on Yocket will assist you with the fundamental framework. The more time you devote to writing your PhD SOP now, the less likely you are to have issues later. So, get to writing! In case you need expert advice, you can reach out to Yocket counsellors for a free 15-minute consultation.

SOP For PhD Sample 1

“If you are working on something exciting that you really care about, you don’t have to be pushed. The vision pulls you.” - Steve Jobs

To begin, I was fascinated by the importance of Pharmaceutical Sciences in today's healthcare system. It is a vast topic with several research potentials, including the exploration and modification of chemical properties that make up medications with therapeutic effects in order to improve patient compliance. The global healthcare industry has recently had to deal with new epidemics, which has necessitated rigorous innovation.

Novel Drug Delivery Systems (NDDS) - post-Oral Delivery, such as low-cost Microrobots, Nanotubes, and Microneedles, are capable of bridging the gap between scientific research and commercial need. Carbon Nanotubes, in particular, may easily enter cells, delivering medications straight to the cytoplasm or nucleus, improving therapeutic efficacy and reducing the risk of side effects. Nanotechnology for Drug Delivery has long been promising, and it may now be used in Gene Therapy, Active Targeting, Controlled and Sustained Drug Release, and Synergistic Multimodal Therapies to enhance treatments for illnesses such as Bronchial, Colorectal, and Prostate malignancies. I'm considering pursuing a PhD in Pharmaceutical Sciences because I want to undertake such cutting-edge research.

My time as a Pharmacy undergraduate at XYZ University was a turning point in my career since I was immersed in a cutting-edge curriculum that valued both academic underpinnings and practical applications equally. Courses like 'Pharmaceutical Technology,' 'Pharmaceutical Analysis,' 'Pharmacognosy,' and 'Medicinal Chemistry,' among others, provided me with a solid foundation in pharmacy concepts, which was amplified by the laboratory sessions, resulting in an 8.4 CGPA. I became interested in Formulations and Drug Delivery Systems in the final semesters of my undergraduate studies, which led to my Master's in Pharmaceutics. Advanced courses like Nanotechnology, Targeted Drug Delivery and Computer-Aided Design, and Drug Delivery Systems honed my ability to look at a problem and explore different possible outcomes that can be achieved by NDDS, such as my Tramadol HCL analgesic patch project, where Transdermal Drug Delivery not only improved the 'Controlled' release of the drug but also made it possible at minute levels of medicament.

Following my Master's, I interned with XYZ Pharma Pvt. Ltd. as a Graduate Trainee. During this time, I was able to get experience in several elements of formulation, such as coating Tablets, filling Capsules, and using HPLC and GC. I am now undergoing training at XYZ Pharmaceuticals Pvt. Ltd., where laboratory professionals are assisting me in gaining a better understanding of the complicated research organisations and frameworks. In the manufacturing unit for topical dosage forms, I've been aiding in the execution of product designs according to protocol, as well as doing pre formulation tests and reviewing data to determine compatibility and delivery possibilities.

It's amazing to observe how a chemical that's ineffective in normal formulations does miracles in NDDS. Aside from Controlled Systems, as part of my Master's thesis. Aside from academics, I was an enthusiastic member of college extracurriculars, winning several honours in Inter-University Art and Sports contests.

I'm dedicated to the field of pharmaceutical sciences. My Research's in-vitro testing and analytical methodologies, as well as my Internship's pre-formulation and molecular evaluation studies, improved my conceptual comprehension of the topic. I aim to get the necessary skills in Drug Delivery with the aid of a PhD, which will not only keep me up to date on advances in Pharmaceutics but also assist me in exploring creative mediums to increase the therapeutic effects of medications.

The United States has traditionally been at the forefront of science and technology development, providing opportunities to work on cutting-edge initiatives. XYZ University is a major contributor to high-quality pharmaceutical research. I wish to deepen my knowledge in the Pharmaceutical Sciences, and I feel that your university is the best location to do it since it has experienced faculty, a vibrant academic environment, and a graduate programme that balances high-quality teaching with research infrastructure. Professors XYZ, XYZ, and XYZ are doing work that I find extremely intriguing and well-suited to my research interests.

My education will reinforce principles that will aid in the research of advanced Pharmaceutical Sciences concepts. This programme provides me with an excellent opportunity to take the next step toward becoming a researcher capable of expanding my horizons of care and concern. Healthcare that is easily accessible, efficient, and cost-effective for everybody is a pressing necessity.

I hope the Admissions Committee will consider my application favourably, and I look forward to joining your esteemed institution's Fall 2023 PhD cohort.

SOP For PhD Sample 2

My interest in research, particularly finance-related research, arose from a variety of previous undertakings including Financial Analysis. Furthermore, I have actively employed research approaches such as surveys, ethnography, questionnaires, and case studies as a result of my experiences with undergraduate (UG) thesis research and graduate projects. As a result, I feel that having a thorough understanding of the essential components of Finance would enable me to engage in problem-solving, share relevant information, and encourage people to see things in new ways, which has prompted me to seek a PhD in Finance.

I hope the Admissions Committee will consider my application favourably, and I look forward to joining your esteemed institution's Fall 2022 PhD cohort.

Mathematics was always my strong suit as a kid. I also pursued a minor in Mathematics at XYZ University. The interdisciplinary study is widely recognised and promoted. Furthermore, I was able to improve my knowledge of areas such as probability and statistics, linear regression for predictive analysis, and numerical analysis and optimization - all of which have applications in financial data analysis.

My study, titled "XYZ Businesses of India: A Time-Dependent Analysis," used Data Envelopment Analysis to evaluate the performance of private and public-sector ABCS corporations in India over four years (2013-2016). We used the Solver function in MS Excel to complete our task. As part of this project, we built multiple optimization models, did Sensitivity Analysis, Malmquist Productivity Indexing, and curve-fitting. The project experience reinforced for me the need for patience and diligence in doing effective data analysis. It also taught me about financial jargon in financial statements and how to read an organization's annual report in depth. I, therefore, reasoned that performing due diligence on a large scale would not only assure the sustainable use of resources but would also greatly enhance such firms' internal rate of return.

Following my undergraduate education, I went on to XYZ to pursue doctoral studies in Engineering Management. The training reinforced the idea that in some industries, financial analysis, engineering, and business are so linked that knowledge of one without the understanding of the others is worthless. In addition, my time at XYZ opened my eyes to the almost endless possibilities that were within the broad canopy of management, particularly financial management. I immediately realised that I wanted to learn more about finance. To that goal, I registered for the CFA Level 1 exam in December 2020. In addition, I took an elective called Economic Foundations for Public Decision Making to study the fundamental economic concepts that are used in finance all the time.

During the summer of 2020, I worked at XYZ on a research project to build the graduate course "Strategies for Innovation and Growth" and prepare case studies for the incoming class. I lead a team of six people and wrote two case studies on American startups pursuing the triple-bottom-line strategy. I also worked with XYZ, a technology company in Japan, as part of the Practice of Consulting course, to revamp their business strategy and product improvements on two of their products.

I'm looking forward to working with Dr XYZ and Dr XYZ on topics such as international finance, asset pricing, corporate finance, and family businesses. I'm particularly interested in Dr XYZ's study on 'Governance Problems in Closely Held Corporations.' I'm curious about how majority and minority shareholders affect such firms' return on assets and expense-to-sales ratios. I feel that my comprehension of financial principles, which I've had since I was a child, along with my desire to study, will make me a valuable member of the XYZ student community.

As a PhD student, I wish to take on a variety of duties during the programme in order to improve academic rigour, autonomous judgement, and intellectual honesty. I am convinced that my experiences at XYZ will provide me with a solid foundation in financial principles, allowing me to pursue a successful academic career. I eagerly anticipate the difficulties of a PhD in Finance programme at your illustrious university.

Sumeet Jain

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Please have a look at my SOP for PhD(Mathematics Education) and suggest corrections

By Chinna_Vinay November 14, 2015 in Statement of Purpose, Personal History, Diversity

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Chinna_Vinay

“The best way to learn mathematics is to do; the worst way to teach mathematics is to talk”

                                                                                   – Paul Halmos

I have always believed in this phrase and for me that steady purpose is to bring out the best in me and to scale new heights. Today, as a 23-year-old individual I perceive that life for me has been a process of conscious evolution. The most integral part of this growth is the value system taught to me by my parents, teachers and mentors combined with a natural curiosity for mathematics. This played a vital role in my decision making for the future. However my liking for mathematics has guided me into pursuing a Bachelor degree in Mathematics with minors in Statistics and Computer Science. This decision gave me ample opportunity to consolidate my creative energies and harness my mathematical skills. One of my mathematics teacher’s method specially the way he involved us successfully in learning process was the reason I became so interested in mathematics. It was then I dreamed to be a mathematics educator in future. While earning my bachelor`s degree, I had the opportunity to student teach 10th grade mathematics at the same school from where I graduated with a Secondary School Certificate. During this experience, I learned and applied a broad range of teaching strategies by consulting experts in this area for clear objectives and learning goals. After which I choose to further excel in mathematics and cracked few entrances tests to be qualify for the master’s education.

After teaching at my school for 2 years, I joined National Institute of Technology, Warangal, INDIA, one of the nation`s best and reputed institution. I graduated with a Master`s in Applied Mathematics in 2014. This is where I started teaching in an under-graduate engineering college as a part time instructor for the ‘Differential Equations’ course.   My experiences in the undergraduate college enhanced my success as an educator. As an educator, one hopes to experience teaching in various level of education. This great experience reinforced my desire to help bridge this gap between teachers and research. Through my work with university students, I am able to make decision in difficult conditions and see the diversity between experiences in schools and universities. In addition, I found that how the lack of research and project-based education affects students at learning university courses.

When I moved to the USA for my PhD degree at University of Colorado at Colorado Springs, I received Graduate Teaching Fellowship from my department which includes duties such as Supplemental Instruction and Grading for two Calculus courses. Looking at my previous experiences, the department of mathematics asked me to serve as a Supplemental Instructor for the course ‘3400 – Intro to Differential Equations’.

Now, I am assigned to teach a full semester course at the university which, with all my experience, I am incorporating different kinds of technologies and techniques to help students in understanding the material effectively. For example, I use the computing software Wolfram Mathematica to introduce them to the various kinds of functions and its behavior. To keep their learning capability active, I do notable mistakes (common error students often do) on purpose when solving a problem and wait for a couple of minutes until any of the students raise their hand to rectify it with absolute confidence. Surprisingly, this trick is working very well and turns out my students are actively participating in the lecture. My experience as Graduate Teaching Fellow for a year has proven to be an asset both in the classroom and on campus. I have a deeper understanding of what diversity means after dealing with students at the University and have been able to build productive and valuable relationships with students and peers.

But my daring and serious change happened when I decided to take a big step towards my dream. This major step is to transfer to a university where there is a PhD program in Mathematics Education. There are two main reasons why I want to pursue a PhD in Mathematics Education. First, I want to be involved in decision-making concerning equality, reform, and curriculum development for high school math education. Second, I want to better understand issues in undergraduate mathematics education. My experiences as a student and teacher have allowed me to realize these goals and have prepared me for studying Math Education at the PhD level.

  Ideas such as the lesson study model and others provided the chance for me to focus my pedagogical lens. Collaboration practicing teachers helped me see the need to bring research back to the classroom and to lead teachers toward a better understanding of math. By completing a doctorate, I plan to improve my own proficiency in mathematics and math education so that I can help to bridge the gap between research and practice.

  I know what it takes to succeed in a graduate program. Over the past year, I have learned how to balance teaching, studying, research, and classes. In my first year, I successfully studied for, and passed, a qualifying exam in real analysis and also took a course in Mathematical Modelling. To make myself comfortable to the Analysis, I have started writing Solution Manual to the text book of analysis that is used at our university. On top of my teaching, exams, and research I have been able to thrive in my classes by maintaining a 3.7 GPA.

Mentioned all above, I’m seeking a Department with high-level research programs in order to guide me to my destination. I intend to complete an Education program enthusiastically. Combining my talent with hard work, I am passionate to discover beyond the corners of my major, where there are always new undiscovered directions lying in wait, and I believe my strong background proves that I am qualified enough to do so. Although I’m not a native speaker of English, my schooling and college education has been taught in English.   My intention for applying for Mathematics Education program at University  is due to its high quality of study, strong research facilities, diverse cultural environment and honorable faculty members that altogether make your university the best choice for me in order to achieve my goals. I am really attracted results of the research project ********************** and I would like to be a part of more such projects in future. I am pretty sure that I have made a perfect choice and now I see myself closer than ever to my goals, dreams and vision. I believe I will contribute to your program through my researches, coordination and energy while increasing the intellectual richness and diversity of University .

Sincerely,  

Vinay Kanth Rao Kodipelly

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Graduate School in Mathematics

One advantage of going to graduate school in Mathematics is that most mathematics departments support most of their students through fellowships (i.e. free money) or assistantships (i.e. teaching of grading papers). This support often covers the full costs of tuition as well as living expenses. Sometimes, however, a school will accept more students than it has resources to support. In this case, support decisions may be based on the strength of the student's academic record in relation to the chosen program of study.

Very strong students should consider applying for outside support. Of particular note is the   National Science Foundation Fellowship   program. The preliminary application has an early November deadline. The Department of Defense also has three separate fellowship programs, each with its own application. Their deadline is mid-January. There are also several programs for minorities.

I want to help you get admitted to graduate school in Mathematics.

The importance of the recommendations cannot be over emphasized. They are weighed very heavily in admission decisions. They should be from mathematics professors. Many students feel that their professors do not know them well enough to write a recommendation. This is often a mistake. The professor knows them through their work. The good students stand out.

There is a broad spectrum of graduate schools in the U.S with widely varying admission standards. The best advice is ``give it a try''. Some schools will accept marginal students for the Master's program on a `probationary' basis, insisting that they `prove themselves'. In such cases, they may not supply much in the way of support.

Stand and Deliver (1988) scene.

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Statements of Excellence for Admission to Graduate School in Mathematics

The Humanitarian Side of Mathematics

They named an asteroid after Jaime Escalante. They made a movie about him, and wrote a book in his name. This Bolivian math teacher´s story is a fascinating and deeply humanitarian one.

Escalante taught mathematics and physics for 12 years before he moved to the USA in the 70s. He worked odd jobs and earned another college degree at California State University until he was able to learn English and start teaching calculus to underprivileged students no one else wanted to teach.

Escalante began by convincing the students that they could control their futures with the right education—that they could get jobs in engineering, electronics and computer science if they learned math. He said, “I'll teach you math and that's your language. With that you're going to make it. You're going to college and sit in the first row, not the back, because you're going to know more than anybody."

To begin with, he received considerable criticism from the school administration where he worked. He was threatened with dismissal because he was coming into work too early, leaving too late and neglected to get administrative permission to raise funds to pay for his students´ Advanced Placement tests.

When a new principal arrived, who supported Escalante´s work by denying extracurricular activities to students who failed to maintain a C average and new students who failed basic skills tests, his work really started to have a big impact.

In 1978, he taught his first calculus class to five students, and two passed their AP calculus test. The following year, the class got bigger, and seven out of the nine students that participated passed their AP calculus test. By 1981, 14 out of 15 passed. Escalante pushed his students hard, and they really moved mountains to get the grade.

In 1982, Escalante received a lot of attention when 18 of his students passed the AP test in calculus. But 14 were asked to take the exam again, when the Educational Testing Service were suspicious because all the students made the same error and used certain variable names in their exam. Many of the students did better the second time around, and had their scores reinstated. By the early 90s, the number of people taking the advanced placement exams jumped up to 570.    

Jaime would proudly claim “The Aymara knew math before the Greeks and Egyptians”. He was a proud of his heritage. Escalante sadly passed away in 2010, aged 79, of bladder cancer.

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Description: We start by providing a step by step guide that should help with generating ideas for your MBA SOP and then crafting one while adhering to certain tips. We then provide 3 ivy school samples.

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Description: In this SOP, the applicant describes how personal struggles with Dyslexia, and the inspiring story of  Akeelah in the Akeelah and the Bee film, motivated a desire to understand how the human brain works and how it can be trained to optimize the good while negating the bad.

MBA Statement of Purpose Example  (Excellent)

Description: In this Statement of Purpose Sample for MBA, the applicant evokes the loss of family business and a business degree that didn’t equip him with practical skills as the motivation for applying for an MBA. The applicant brings out the steps that he has taken to remedy this lack of practical experience and the skills that he looked forward to getting from the MBA program.

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Description: In this SOP, the applicant explains how growing up in a crime-ridden neighborhood with a police father informed her early views on crime prevention and the place of psychology. She places this early observations in their proper context by profiling the background of teenage offenders thereby underling the place of early trauma on future behavior.

Statement of Purpose Sample for Mathematics (Highly rated)

Description: This sample explains the applicant’s love for numbers and top achievement as well as suitability for the university.

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Sample SOP for Mathematics

Sample SOP for MS in Mathematics

The subject around which my majority of the time went was Mathematics. This subject had become my obsession, and now it has become my passion. My first interaction with mathematics was at an early age, where it started with the essential arithmetic operation. However, as I grew older and reached primary school, the concepts like what is added and subtraction started to haunt me. I still remember I frequently talk to myself and ask questions like what is number. I was never happy and satisfied with the non-rigorous nature of mathematics that was being taught in school. Due to this, I started understanding and defining mathematics concepts for myself. Eventually, I witnessed them being true.

Later on, I came across Euclidean Geometry; the book tends to be very interesting for me. I learned concepts like congruency of triangles, polygons etc. However, it also dissatisfied me, like it never told when we could say that two figures are congruent even on the same plane. This again helped me define the congruency concepts for myself in my way. However, in the process, I also learned about the notion of isometry and equivalence relations. This was my way to understand and try to rigorize elementary mathematics.

Moreover, when I was on the verge of leaving my school, I also developed a keen interest in number theory. I was the student who kept his head in books and participated in various events and competitions that revolved around mathematics. I participated in multiple mathematics Olympiads and scored a significant rank. Not just this but also participated in

Different mathematics talent search examinations and topped my school.

When I passed my school, I had to choose a college with mathematics as my primary subject for my undergraduate graduation. I got a golden opportunity to pursue mine under graduation from Indian Statistical Institute (I.S.I). I choose Bachelor of Statistics (Honors). This course was a 3-year graduation course. In my under graduation, I was among the top rankers of my class. Indian Statistical Institute (I.S.I) is a very esteemed and reputed college of India because of its highly qualified faculties, infrastructure, high-quality teaching and researches conducted in mathematics. Getting admission in I.S.I. is not everyone’s cup of tea. The selection procedure involves a very high competitive exam conducted all over India and then the interview taken by I.S.I. However, when I entered the college, I was nervous, but the environment, professors, and batchmates made it a knife on butter journey. With the guidance of my professors and my interests, I used to participate in various competitions and represent my college. In the last year of my under graduation, I got interested in both analysis and probability theory. Due to the premium quality of education, I got a firm hold on both subjects. This gave me the confidence to pursue my graduation also with mathematics as my major.

I was also very active in extracurricular activities in my college. My second interest in mathematics was acting. In the first year itself, I joined the acting society of my college. With time, my skills improved into acting, and when I was in the final year, I was appointed as the society head by the coordinating faculty of the society. I was also in touch with different kinds of literature and poetry. A few of my works got published in the annual magazines of the college. However, when it came to the activities involving mathematics, I was the first preference of my faculties. I got opportunities to organize and manage different events of mathematics in my college. I was also appointed as the in-charge of the mathematics cell of the organization, which was about science awareness.

In my last year of my bachelors, I worked on different research papers and projects.

After graduation, my ultimate aim is to pursue a PhD and then work on research that involves mathematical concepts and related problems. I am aware that your university can guide me to my goals, which is why I want to pursue my graduation from your prestigious college. I am attracted to the researches and quality of the education that is delivered through your university. Adding to this, your university’s student environment and affordability are also suitable as per my requirements. I hope to a career in the direction of researches in mathematics and then ultimately contribute a significant role in the respected branch of knowledge. I kindly request you to accept my candidature for the applied program.

How to write SOP for MS / Masters in Mathematics? We have added sample SOP for maths to give you some idea on how to write SOP for masters in mathematics university course application.

What should I include in my SOP for Mathematics course?

For statement of purpose of Mathematics, you can include – Introduction, Academic qualification, Work experience, Ambitions, Goals, Why that course and university, your individual qualities, research experience.

Read about students experiences across the globe.

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