# Mathematics, MAT

#### Master of Arts for Teachers Degree in Mathematics

###### Overview

###### Admissions and Requirements

###### Courses You’ll Take

###### Tuition & Fees

## Program Overview

The **online Master of Arts for Teachers in Mathematics (MAT) **degree program culminates in a degree in mathematics that is uniquely designed for secondary (and middle-level) teachers. Awarded by the Department of Mathematics, the MAT program deepens teachers' mathematical knowledge for teaching by focusing on advanced mathematical concepts that underlie or have strong connections to the school curriculum.

**Why choose this program? **

- The Department of Mathematics at the University of Nebraska-Lincoln is a national leader in the development and delivery of mathematics courses for teachers, both in-person and online. Teachers who choose our degree program are learning from the best.
- Most of the courses in the MAT program were developed with NSF funding by members of the UNL faculty in partnership with master K-12 teachers. As a result, the content is rigorous yet grounded in the realities of K-12 classrooms.
- Teachers can tailor their program with electives in education or other STEM courses also offered online.
- Developing reasoning skills and the habits of mind of a mathematical thinker are common themes throughout the program, equipping teachers to effectively engage their students in problem-solving.
- Participants can engage with a math community that is highly collaborative beyond the classroom.

**Who should choose this program? **

- Middle through high school level mathematics teachers who want to deepen their knowledge of mathematics that they teach.
- Teachers who wish to reinvigorate their passion for learning and teaching mathematics.
- Teachers wanting to build positive classroom environments that enhance student learning through the implementation of the Standards for Mathematical Practice as outlined in the Common Core.
- High school teachers wishing to teach dual credit courses or teach at a community college.
- Teachers wishing to obtain an advanced degree that relates to and genuinely benefits their classrooms.

**Career Outlook:** According to the U.S. Department of Education, public schools in over forty states have claimed teacher shortages for the 2018-19 academic year in the subject area of mathematics, largely for grades 5-12.

Math teachers who pursue graduate credentials are typically considered to be more in demand in the current job market.

## Admissions and Requirements

### To be accepted to this program, you must have:

#### A license/certificate required

Valid mathematics teaching certificate

#### A written personal statement

#### 3 letters of recommendation

#### Official transcripts from all previous schools

#### Resume

#### A teaching license (if not a teacher in Nebraska).

NOTE: If you reside in state(s) KY contact a program adviser before applying.

### To apply to this program:

- Complete and submit the online application for Graduate Studies
- Pay $50 application fees
- Submit separate application to academic department
- Submit one set of official transcripts from each college or university you have attended to Office of Graduate Studies

## Courses You’ll Take

### Course Information

Math courses for middle-level teachers:

- MATH 800T Mathematics as a Second Language
- MATH 802T Functions, Algebra and Geometry for Middle-Level Teachers

Math courses for high school teachers:

- MATH 810T Algebra for Algebra Teachers
- MATH 811T Functions for High School Teachers (pre-calculus content)
- MATH 812T Geometry for Geometry Teachers
- MATH 814T Linear Algebra for Teachers
- STAT 812T Statistics for High School Teachers

### Core Courses

Course Number | Course Name | Credits |
---|---|---|

MATH 812T* | Geometry for Geometry Teachers | 3 |

The main goal of this course is to strengthen teachers’ mathematical background for teaching Geometry. The content is focused on the fundamental concepts of Euclidean geometry which naturally lead to a study of non-Euclidean geometries. Familiar properties of Euclidean geometry (such as triangle congruence properties and the Pythagorean theorem) are then compared to their analogs in non-Euclidean geometry. The course will make extensive use of manipulatives and other dynamic geometry software. *Required course in the secondary MAT program. | ||

MATH 810T* | Algebra for Algebra Teachers | 3 |

The integers. The Euclidean algorithm, the Fundamental Theorem of Arithmetic, and the integers mod n. Polynomials with coefficients in a field. The division 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. *Required courses in the secondary MAT program |

### Elective Courses

Course Number | Course Name | Credits |
---|---|---|

MATH 800T* | Mathematics as a Second Language | 3 |

This course will help strengthen student achievement by focusing on the development of “habits of mind of a mathematical thinker”. The approach is to understand arithmetic (number) and (introductory) algebra as a means of communicating mathematical ideas, and will stress a deep understanding of the basic operations of arithmetic, as well as the interconnected nature of arithmetic, algebra and geometry relating to the grades 3-7 curriculum. Not open to high school teachers. *Available to those pursuing the middle-level specialization. | ||

TEAC 949A | Trends & Issues in Mathematics Teaching & Learning | 3 |

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

TEAC 800 | Inquiry into Teaching and Learning | 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. | ||

TEAC 880E | Teaching Mathematics with Technology | 3 |

The focus of this course is on developing skills for using technology in the teaching and learning of middle and high school mathematics. Topics found in PreAlgebra, Algebra, Geometry, Pre-Calculus and Calculus courses will be emphasized. Geometry properties and theorems, functions, transformations, conics, data analysis and other mathematics topics will be addressed. Participants will develop interactive mathematics applets, map downloaded files to their curriculum, and develop an implementation plan of action. | ||

STAT 812T* | Statistics for High School Teachers | 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 appears in most standards for secondary mathematics. 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. Not open to MA or MS students in mathematics or statistics. *Required course for secondary MAT program. | ||

MATH 807T | Using Math to Understand Our World | 3 |

A project-based course studying mathematics which underlie 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. | ||

MATH 804T | Experimentation, Conjecture & Reasoning | 3 |

Development of problem solving skills through solving unique problems that engage learners in the cycle of experimentation, observation and conjecture, followed by reasoning and proof. Concepts of logical reasoning in the context of geometry, number patterns, infinite sets, probability and statistics. | ||

MATH 802T* | Functions, Algebra and Geometry for Middle-Level Teachers | 3 |

This course is designed to help middle-level math teachers gain a deep understanding of the concept of function and the algebra and geometry concepts taught in the middle-level (through early high school) curriculum. Participants also will study measurement with an emphasis on length, area and volume. Studying this content at a deeper level will help teachers better prepare their students for standardized exams. Not open to high school teachers. *Available to those pursuing the middle-level specialization | ||

TEAC 892 | Seminar in Teaching, Learning & Teacher Education | 3 |

Topics vary. Some possible titles are: Integrating Geometry Teaching & Learning, Integrating Mathematics Teaching & Learning (pre-calculus content); Teaching High School Statistics; Teacher Learning about Reasoning & Sensemaking in Secondary Classrooms | ||

MATH 806T | Number Theory & Cryptology for Teachers | 3 |

Focuses on basic number theory results which are needed to understand the number theoretic RSA cryptography algorithm (an encryption algorithm used to secure information sent via the internet). Emphasizes connections to school mathematics and promotes a deep understanding of the integers and their properties. Includes an introduction to elementary methods for encoding and decoding to elucidate the nature of cryptology. These methods are readily adaptable as enrichment activities in the classroom. | ||

MATH 805T | Discrete Math for Teachers | 3 |

Designed to extend and deepen knowledge of discrete mathematics with connections to topics covered in middle through high school curricula. Course topics (including mathematical reasoning, induction, recursion, graph theory and counting techniques) are introduced through "hands-on" explorations through which various problem-solving strategies are emphasized. | ||

MATH 808T | Concepts of Calculus | 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. Course includes connections to concepts in algebra and middle-level curriculum. | ||

TEAC 801 | Curriculum Inquiry | 3 |

The relationship between curriculum theory and/or research to educational practices. | ||

MATH 814T* | Linear Algebra for Teachers | 3 |

Linear Algebra is an intertwined study of linear equations and linear transformations. The geometry of lines and planes mixes with the practicalities of keeping secrets, planning production, and understanding data. In this course, we learn how all these threads are linked together. *Required course for secondary MAT program |

## Tuition & Fees

### Nebraska Residents

#### Per Credit Hour

- Tuition
- $357.00
- Fees
- $52.25
- Total
- $409.25

#### 3 Credit Hours

- Tuition
- $1071.00
- Fees
- $156.75
- Total
- $1227.75

### Out of State Residents

#### Per Credit Hour

- Tuition
- $676.00
- Fees
- $52.25
- Total
- $728.25

#### 3 Credit Hours

- Tuition
- $2028.00
- Fees
- $156.75
- Total
- $2184.75

##### Application Deadlines

Rolling admissions. Application review will begin upon receipt of all required application materials.