Master of Arts for Teachers Degree in Mathematics
Admissions and Requirements
Courses You’ll Take
Tuition & Fees
The online Master of Arts for Teachers in Mathematics (MAT) degree program is uniquely designed for secondary (and middle-level) teachers in mathematics. 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.
Reasons students 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 faculty in the Big 10.
- 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.
- Complete the program in 10 courses, 6 courses recommended in math.
- 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.
The MAT program is designed for:
- 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 who wish 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: Growing fields in STEM has created a high-demand for educators prepared to instruct the next-generation of math and science students. According to the U,S. Bureau of Labor Statistics, some of the occupations projected to grow the fastest by 2030 in the U.S. include Statisticians (+35.4%) and Data Scientists and Mathematical Science occupations (+31.4%). Teachers to prepare students for these growing fields are being highly sought by employers.
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
A teaching license (if not a teacher in Nebraska).
Writing Sample/Research Paper: Optionally, upload up to 2 research papers that have been submitted or published
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 Number||Course Name||Credits|
|MATH 812T*||Geometry for Geometry Teachers||3|
Strengthens the mathematical background for teaching high school geometry by contrasting the fundamental concepts of Euclidean geometry with non-Euclidean geometry.
|MATH 810T*||Algebra for Algebra Teachers||3|
Helps algebra teachers better understand the conceptual underpinnings of school algebra, and how to leverage that understanding into improved classroom practice. NOTE: If you did not take a modern/abstract algebra course as an undergrad, you may wish to take Math 802T first.
|MATH 800T*||Math as a Second Language||3|
Introduces an understanding of arithmetic (number), operation and (introductory) algebra as a means of communicating (i.e. as a language) and lays the foundation for developing the habits of mind of a mathematical thinker.
|MATH 807T||Using Math to Understand Our World||3|
Uses a series of projects to study the mathematics underlying several socially-relevant questions (i.e. real-world problems, such as how to use mathematics to understand the spread of a disease) and the construction of models to describe them. NOTE: Math 807T is not open to teachers who have completed Math 809.
|MATH 804T||Experimentation, Conjecture & Reasoning||3|
Focuses on problem solving, reasoning and proof and communicating mathematics, bringing participants to the next level in the developing mathematical habits of mind.
|MATH 802T||Functions, Algebra and Geometry for Middle-Level Teachers||3|
Deepens teachers’ understanding of the concepts of variable and function, problem solving, measurement (especially length, area, volume), and geometric modeling, with emphasis on the connections between these concepts. NOTE: this course is not open to teachers with secondary certification except in special cases; this course is intended for those with elementary and/or middle level certification. You may not get credit for Math 802T after taking Math 810T or Math 811T.
|MATH 806T||Number Theory & Cryptology for Teachers||3|
This course focuses on basic number theory results and encryption which are needed to understand the number theoretic RSA cryptography algorithm with emphasis on connections to school mathematics.
|MATH 805T||Discrete Math for Teachers||3|
Designed to deepen knowledge of discrete mathematics as it relates to topics covered in middle through high school curricula through hands-on explorations which emphasize problem-solving strategies.
|MATH 808T||Concepts of Calculus||3|
Develops a fundamental understanding of the key mathematical ideas of calculus in order to broaden teachers' mathematical perspective and gain insight into concepts contained in the middle-level curriculum which are related and foundational to the development of calculus. Topics include limits, differentiation, integration, applications and the Fundamental Theorem of Calculus.
|MATH 814T||Linear Algebra for Teachers||3|
Concepts of linear algebra form key connections between much of what underlies the H.S. math curriculum and advanced mathematical topics and real-world applications. This course studies the relationships between linear equations, linear transformations and the geometry of lines and planes, along with their behavior and practical applications.
|MATH 811T||Functions for High School Teachers||3|
Studies functions in the pre-calculus, high school mathematics curriculum from an advanced viewpoint, investigating their utility in advanced courses, their applications and their connections to calculus.
|MATH 816T||Math in the City for Teachers||3|
Focuses on modeling and is run in collaboration with local government, businesses, research or administrative centers. This project-oriented course brings together diverse areas of mathematical content. The course is designed for teachers with secondary certification in mathematics. As needed, some topics such as basic statistical analysis, programming in MATLAB, and an introduction to modeling epidemics will be reviewed as part of the course. Teachers who register for the course should expect to communicate regularly with their project groups; it will be most beneficial if this communication takes place synchronously. The course will culminate in a group presentation and a successful participant will be able to approach other real-life problems that involve mathematics with confidence. For summer 20201: This course culminates in a group project about COVID-19 using real data and information from local organizations and experts in epidemiology and virology. The course is designed for teachers with secondary certification in mathematics; knowledge of statistics and experience with coding is highly recommended. The synchronous part of the course will focus on developing/reviewing background information needed to complete the project and will be followed by 3 weeks of group work. Participants should expect to meet synchronously in small groups 4-6 times per week at an agreed time until the projects are complete.
|MATH 809||Mathematical Modeling for High School Teaching||3|
Uses a series of projects to study the mathematics underlying several socially relevant questions and the construction of models to describe them. NOTE: Teachers cannot receive credit for both Math 807T and Math 809.
|MATH 896||Special Topics: Using Technology to Aid Mathematical Problem Solving||3|
A series of mathematics problems and strategies that are enhanced by explorations using technology (e.g., Desmos, Geogebra) are addressed. Attention will be paid to how technology can strengthen the teaching of mathematics. Note: Teachers who have already taken TEAC 880E: Teaching Mathematics with Technology, for grades 7-12, cannot take this course for credit toward their degree.
|Course Number||Course Name||Credits|
|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 with Technology: Instructional Technology in Mathematics||3|
Survey and analysis of the application of technology to improve teaching. Research and related literature on learning, teaching and curriculum, and the critical application of technology and the development of teaching strategies. This course is offered in the spring (even years).
|STAT 812T*||Statistics for High School Teachers||3|
Studies statistical concepts typically taught in a high school statistics class, including linear regression, two-way tables, sampling distributions, statistical inference for means and proportions, chi-square tests, and inference for regression. NOTE: Teachers cannot receive credit for both Stat 811T and Stat 812T.
|TEAC 801||Curriculum Inquiry||3|
Focuses on building an understanding of mathematics curriculum development, including historical and contemporary issues that influence curriculum planning and educational change. This course is usually offered in general online sections for teacher.
|STAT 811T||Statistics for Middle Level Teachers||3|
Introduces probability and statistics following and inquiry/discovery design; emphasizes topics that are part of the middle school curriculum and that are used in education and school-based research. NOTE: Teachers cannot receive credit for both Stat 811T and Stat 812T.
|EDPS 892||Introduction to Education Assessment||3|
This is a course in the theory and application of educational assessment. Main topics include test design, item writing, reliability, validity, and statistical analysis of test data, with an emphasis on practical applications of assessment in the classroom. An understanding of these topics can help teachers more effectively use assessment information to improve teaching and learning via “data-based decision-making.”
|SOCI 898||Social Psychological Processes in the STEM Classroom: Activating STEM Identities||3|
This class covers a broad range of social psychological topics and processes to help teachers better understand how social context impacts STEM learning. Students will learn about social inequality in STEM fields, and the individual, interactional, and institutional barriers to developing a science identity for youth from a variety of social locations (rural/urban, gender, race/ethnicity, Socioeconomic Status, ELL). The class will learn about implicit bias, stereotype threats, and identity theory, and how they impact formal and informal social interactions and learning in the STEM classroom. They will learn and help formulate practical strategies to reduce their negative impact in order to broaden and widen student engagement in STEM.
|TEAC 807C||Equitable Practices in Mathematics Education: Mathematics Classroom Discourse||3|
Analysis of the application of equitable practices to improve the teaching and learning of mathematics. Specifically, the course focuses on the roles and contexts of mathematics classroom discourse and the practical implications for supporting productive, powerful, and purposeful discourse as an equity practice. This course is offered in the spring (odd years).
|TEAC 807B||Equitable Practices in Mathematics Education: Teaching Mathematics for Social Justice||3|
Analysis of the application of equitable practices to improve the teaching and learning of mathematics. Specifically, the course focuses on the theoretical and practical implications for teaching mathematics for social justice. This course is offered in the summer (even years).
|TEAC 807A||Equitable Practices in Mathematics Education: Identity, Access, & Equity in Mathematics Education||3|
Analysis of the application of equitable practices to improve the teaching and learning of mathematics. The course focuses on how social, historical, and institutional contexts affect mathematics teaching and learning and specifically on issues of identity, access, and equity in mathematics education from theoretical and practical perspectives. This course is offered in the summer (odd years).
|TEAC 808J||Improvement of Instruction in School Mathematics: Special Topics||3|
Techniques, plans, and procedures for improving instruction in mathematics. Analysis of current instructional and supervisory practices. Evaluation of research and instructional materials. This course is recommended for elementary teachers. This course is offered in the summer (even years).
|TEAC 808G||Improvement of Instruction in School Mathematics: Manipulatives in Mathematics Education||3|
This course is devoted to the role of manipulative materials (both concrete and virtual) in promoting mathematics learning. A philosophy of using manipulatives is developed and integrated with a range of experiences proven effective in helping students learn mathematics. The topics and materials will range from primary to middle grades to secondary mathematics, but this course is highly recommended for elementary teachers. This course is offered in the summer (odd years).
|TEAC 836G||Professional Development: Mathematics Teacher Leadership||3|
Equip professionals to understand and develop as leaders of mathematics education P-20 settings. Issues include reviewing, analyzing, discussing, and applying research from diverse perspectives in education, reflecting on one's own teaching, furthering professional goals of actively leading colleagues in their schools, districts, and professional organizations, and developing a mathematics teacher leader identity. This course is offered in the fall (even years) and recommended for the Primarily Math, ITEAM, and Math in the Middle programs.
|TEAC 848G||Introduction to Curriculum Studies: Mathematics Curriculum Analysis & Design||3|
Historical development and philosophy of school curricula. Review of research on schooling, curriculum trends, and school organizational structures. Specifically, the course focuses on the analysis and design of PK-16 mathematics curriculum materials from theoretical and practical perspectives. This course is offered in the summer (odd years).
|TEAC 849G||Studies in Assessment and Leadership for Learning: Assessment in Mathematics Education||3|
Preparation for assessing K-12 learners and leading K-12 Teacher Learning Communities. Specifically, the course focuses on examining mathematics classroom assessment practices and policies. Emphasis will be placed on understanding assessment from both a theoretical and practical perspective and implications for planning and enacting mathematics instruction. This course is offered in the summer (even years).
|TEAC 856P||Learning Models: Theories and Applications Specific to Mathematics Instruction||3|
Introduction to current theoretical models of learning pertaining to schooling. Learner characteristics and applications to traditional classroom settings. This course is offered in the fall (odd years).
Tuition & Fees
Per Credit Hour
3 Credit Hours
Out of State Residents
Per Credit Hour
3 Credit Hours
Rolling admissions. Application review will begin upon receipt of all required application materials.