Mathematics, MAT

Young math teacher standing in front of a blackboard.

 

Program Description

This online master of arts for teachers degree program core mathematics courses focus on concepts underlying high school algebra, pre-calculus (functions) and geometry, which are in alignment with three of the main concept categories in the Common Core State Standards.

The remaining courses in mathematics and mathematics pedagogy can be selected based on your specific needs; from titles such as "Discrete Mathematics for Secondary Teachers," "Mathematical Modeling for Secondary Teachers" and "Teacher Learning about Reasoning and Sense-making."

The Department of Mathematics at the University of Nebraska-Lincoln is a national leader in the design and delivery of mathematics courses for teachers.

Who should consider this degree?

  • Individuals in possession of a valid secondary mathematics teaching certificate.
  • Mathematics teachers who want to strengthen their skills in pedagogy and deepen their knowledge of the mathematics they teach.
  • Mathematics teachers wishing to ‘gear up’ for teaching to both the content and practice standards in the Common Core State Standards for Mathematics.
  • Mathematics teachers interested in pursuing a graduate degree that is relevant to their practice.
  • Teachers interested in collaborating with peers while continuing their education.
  • Teachers in remote locations for whom distance is a barrier to networking and continuing education.

 

Delivery Format

Home Campus: University of Nebraska - Lincoln

Method of Delivery: 100% Online - what's this?Program can be completed fully at a distance. Courses are asynchronous, meaning students and instructor may access content at any time and do not have to be connected to the Internet at the same time. If your program includes an internship or practicum, experiences may be completed in the student's local area.

All online courses are accessed via the Internet and use a learning management system. Technology requirements may vary by program and course, but all campuses have basic recommended requirements. High-speed Internet is required.

Interaction with professors and other students may include:

  • E-mail
  • Online discussion boards
  • Phone or video conferencing
  • Other forms of electronic and print communication

Supplemental materials for some courses may include:

  • Printed material and scanned documents
  • Digital resources accessed through university libraries
  • Videos accessed via the Internet, CDs or DVDs
  • Other media

To be successful, students taking online classes should be reasonably comfortable using a computer and the Internet. Learn more about online student tips for success.

Academic Year 2013 - 2014

Tuition rates are effective for the academic year listed. Tuition rates are subject to change.

Nebraska Resident:

 TuitionDistance Ed. FeeTechnology FeeLibrary FeeTotal
Per credit hour$325.50$25.00$7.35$4.00$361.85
3 credit hour$976.50$75.00$22.05$12.00$1,085.55

Non-Resident:

 TuitionDistance Ed. FeeTechnology FeeLibrary FeeTotal
Per credit hour$507.00$25.00$7.35$4.00$543.35
3 credit hour$1,521.00$75.00$22.05$12.00$1,630.05

Note: In addition to the costs outlined above, students will be assessed a $20.00 registration fee each semester they enroll in courses.

The online master of arts for teachers, concentration in mathematics degree program is a University of Nebraska "Option III" master of arts for teachers degree. It requires 36 hours of coursework (18 of which are graduate-only hours) and written masters of teaching in mathematics exam. 

The MAT exam consists of three parts:

  1. A set of mathematics questions related to your coursework for which detailed solutions are written
  2. A short essay related to mathematics teaching and learning
  3. An expository paper followed by an oral presentation on an assigned mathematical topic (presentations can be conducted in person or via the Internet)

Transfer of credits for graduate courses taken at other institutions (up to 18 credit hours) may be possible, contingent on approval of the Department Graduate Committee and Dean of Graduate Studies. 

Program of Study

Core Courses 9 credit hours MATH 810T, 811T, 812T
    Select from:  3 credit hours MATH 807, MATH 808, MATH 809 
    Select from: 3 credit hours  MATH 804T, MATH 805T, MATH 806T
Mathematics Elective Courses 21 credit hours MATH 804T, MATH 805T, MATH 806T, MATH 807T, MATH 808T, MATH 807, MATH 808, MATH 809, STAT 892
Education Elective Courses    EDPS 991, TEAC 800, TEAC 801, TEAC 892, or TEAC 949A
Course Name
Course #
Credits
Core Courses

Math for Elementary Teachers

MATH 810T
3

The integers. The Euclidean algorithm, the Fundamental Theorem of Arithmetics, and the integers mod n. Polynomials with coefficients in a field. The division algorithm, the Euclidean algorithm, the unique factorization theorem, and its applications. Polynomials whose coefficients are rational, real or complex. Polynomial interpolation. The habits of mind of a mathematical thinker. The conceptual underpinnings of school algebra.

Functions for High School Teachers (pre-calculus...

MATH 811T
3

Functions for High School Teachers (pre-calculus content)

Course examines mathematics underlying pre-calculus material through problem solving. Connections to other topics in mathematics, including algebra, geometry and advanced mathematics are highlighted.

Geometry for Geometry Teachers

MATH 812T
3
Course examines mathematics underlying high school geometry through problem solving. Topics include Spherical, Euclidean and Hyperbolic geometry, introduction to Neutral geometry, Platonic and Archimedean solids and projective geometry.

Capstone Course - Mathematics for Teachers I

MATH 807
3
Analysis of the connections between college mathematics and high school algebra and precalculus.

Capstone Course - Mathematics for Teachers II

MATH 808
3
Analysis of the connections between college mathematics and high school algebra and geometry.

Mathematical Modeling for High School Teachers

MATH 809
3
This course is designed around a series of projects in which students create mathematical models to examine the mathematics underlying several socially-relevant questions.  Not open to MA or MS students in Mathematics. This course is for students seeking a mathematics major under the Education Option and for students in CEHS who are seeking their secondary mathematics teaching certificate.

Experimentation, Conjecture & Reasoning

MATH 804T
3
Problem solving, reasoning and proof, and communicating mathematics. Development of problem solving skills through the extensive resources of the American Mathematics Competitions. Concepts of logical reasoning in the context of geometry, number patterns, probability and statistics.

Discrete Math for Secondary Teachers

MATH 805T
3
Concepts of discrete mathematics, as opposed to continuous mathematics, which extend in directions beyond, but related to, topics covered in middle-level curricula. Problems which build upon middle-level mathematics experiences. Logic, mathematical reasoning, induction, recursion, combinatorics, matrices, and graph theory.

Number Theory & Cryptography for Secondary...

MATH 806T
3

Number Theory & Cryptography for Secondary Teachers

Basic number theory results and the RSA cryptography algorithm. Primes, properties of congruences, divisibility tests, linear Diophantine equations, linear congruences, the Chinese Remainder Theorem, Wilson’s Theorem, Fermat’s Little Theorem, Euler’s Theorem, and Euler’s phi-function. Mathematical reasoning and integers’ connections to the middle school curriculum.
Elective Courses

Cognition and Motivation

EDPS 991
3

This course is designed to provide mathematics and science teachers with a framework for thinking about how human cognition, motivation and self-regulation influence students and instructional practices. More specifically, this course emphasizes core concepts in educational psychology.

Experimentation, Conjecture & Reasoning

MATH 804T
3
Problem solving, reasoning and proof, and communicating mathematics. Development of problem solving skills through the extensive resources of the American Mathematics Competitions. Concepts of logical reasoning in the context of geometry, number patterns, probability and statistics.

Discrete Math for Secondary Teachers

MATH 805T
3
Concepts of discrete mathematics, as opposed to continuous mathematics, which extend in directions beyond, but related to, topics covered in middle-level curricula. Problems which build upon middle-level mathematics experiences. Logic, mathematical reasoning, induction, recursion, combinatorics, matrices, and graph theory.

Number Theory & Cryptography for Secondary...

MATH 806T
3

Number Theory & Cryptography for Secondary Teachers

Basic number theory results and the RSA cryptography algorithm. Primes, properties of congruences, divisibility tests, linear Diophantine equations, linear congruences, the Chinese Remainder Theorem, Wilson’s Theorem, Fermat’s Little Theorem, Euler’s Theorem, and Euler’s phi-function. Mathematical reasoning and integers’ connections to the middle school curriculum.

Using Math to Understand Our World

MATH 807T
3
The mathematics underlying several socially-relevant questions from a variety of academic disciplines. Construct mathematical models of the problems and study them using concepts developed from algebra, linear and exponential functions, statistics and probability. Original documentation, such as government data, reports and research papers, in order to provide a sense of the role mathematics plays in society, both past and present.

Concepts of Calculus

MATH 808T
3
The processes of differentiation and integration, their applications and the relationship between the two processes. Rates of change, slopes of tangent lines, limits, derivatives, extrema, derivatives of products and quotients, anti-derivatives, areas, integrals, and the Fundamental Theorem of Calculus. Connections to concepts in the middle level curriculum.

Capstone Course - Mathematics for Teachers I

MATH 807
3
Analysis of the connections between college mathematics and high school algebra and precalculus.

Capstone Course - Mathematics for Teachers II

MATH 808
3
Analysis of the connections between college mathematics and high school algebra and geometry.

Mathematical Modeling for High School Teachers

MATH 809
3
This course is designed around a series of projects in which students create mathematical models to examine the mathematics underlying several socially-relevant questions.  Not open to MA or MS students in Mathematics. This course is for students seeking a mathematics major under the Education Option and for students in CEHS who are seeking their secondary mathematics teaching certificate.

Statistics for High School Teachers

STAT 812T
3

Develops and equips high school teachers with the statistical knowledge they need for teaching. Statistics is a key component in the secondary mathematics curriculum, and statistics is included in the Common Core State Standards for Mathematics, the National Council of Teachers of Mathematics (NCTM) Standards, as well as the Nebraska State Standards. This course seeks to develop a deeper understanding of the statistical concepts that high school teachers will be expected to convey to their students. The course will also prepare secondary teachers to teach AP Statistics.

Prerequisite: A valid secondary mathematics teacher certificate or permission. Not open to MA or MS students in mathematics or statistics.

Inquiry into Teaching and Learning

TEAC 800
3

Contemporary educational research from multiple theoretical perspectives (available online every fall): One of two introductory survey courses providing the necessary groundwork for further graduate study at the master level. This course has two aims: 1) To become more familiar with basic principles of contemporary educational research which will enable participants to become better consumers of that research, and 2) To begin to understand what this research suggests about educational practice, teaching, and teachers.

Curriculum Inquiry

TEAC 801
3
The relationship between curriculum theory and/or research to educational practices.

Integrating Geometry Teaching & Learning

TEAC 892
1-3
Aspects of education not covered elsewhere in the curriculum.

Integrating Mathematics Teaching & Learning...

TEAC 892
1-3

Integrating Mathematics Teaching & Learning (pre-calculus content)

Aspects of education not covered elsewhere in the curriculum.

Teacher Learning about Reasoning &...

TEAC 892
1-3

Teacher Learning about Reasoning & Sensemaking in Secondary Classrooms

Aspects of education not covered elsewhere in the curriculum.

Teaching High School Statistics

TEAC 892
1-3
Aspects of education not covered elsewhere in the curriculum.

Trends and Issues in Mathematics Teaching &...

TEAC 949A
1-3

Trends and Issues in Mathematics Teaching & Learning

Critical analysis of literature and research on teaching, learning, and schooling.

University of Nebraska online programs have the same quality instructional faculty as on campus; individuals from a variety of backgrounds, who embody the combined qualities resulting from research experience and professional/field experience.

Allan Donsig, Associate Professor; Department of Mathematics

Steve Dunbar, Professor, Department of Mathematics; Director, American Mathematical Competitions

David Hartman, PhD, Mathematics Teacher and Department Chair, Lincoln Public Schools

Michelle Homp, Research Assistant Professor, Center for Science, Mathematics and Computer Education

Christine Kelly, Assistant Professor; Department of Mathematics

Jim Lewis, Aaron Douglas Professor, Department of Mathematics Director; Center for Science, Mathematics and Computer Education

Wendy Smith, Research Assistant Professor, Center for Science, Mathematics and Computer Education

Guidelines for Admittance

To participate in this program the student must have:

  • Valid mathematics teaching certificate

Application Checklist

  1. Apply to be admitted to Graduate Studies at the University of Nebraska-Lincoln.
  2. Apply and be admitted to the program:
    1. Three letters of recommendation
    2. Statement of Purpose
    3. Resume
    4. If your native language is not English, demonstrate English proficiency by providing at least the following:
      • Paper-based TOEFL score of at least 600
      • Internet-based TOEFL score of at least 100

Application Deadlines

Rolling admissions. Applications are reviewed upon receipt of materials.

Contact

Online Worldwide Educational Representative
Phone:
888.622.0332
E-mail: online@nebraska.edu

Program Contact
Name:
Cheryl Griffith
Phone: 402.472.5515
E-mail: online@unl.edu

 

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