- Course Delivery
- Fully Online

- Total Credits
- 36

- In-State Tuition Per Credit
- $346.00

- Out of State Tuition Per Credit
- $609.00

## Earn your degree from the University of Nebraska - Lincoln

### Get the same diploma as on campus students

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.

Christine Kelley's research is in coding theory, applied discrete mathematics and applied algebra-specifically graph-based codes and algorithms, and the design and analysis of such codes using algebraic methods, as well as, applying algebraic and combinatorial methods to coding for flash memory storage. In Spring 2010, Kelley received the University of Nebraska's Harold and Esther Edgerton Junior Faculty Award for "creative research, extraordinary teaching abilities and academic promise.”

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

### 2.50 GPA or above on a 4.0 scale

### A license/certificate required

Valid mathematics teaching certificate

### Taken the GRE

### Taken the TOEFL or IELTS

(Only required if English is not your native language)

### A written personal statement

### 3 letters of recommendation

### Official transcripts from all previous schools

### Resume

## To apply to this program:

- Apply and be admitted to Graduate Studies at the University of Nebraska-Lincoln
- Pay the non-refundable $50 application processing fee
- Submit one set of official transcripts from each college or university you have attended to Office of Graduate Studies
- Apply and be admitted to the department

## Application Deadlines

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

## Core Courses

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

Cognition and Motivation | 3 | |

Course Number: EDPS 991 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 | 3 | |

Course Number: MATH 804T 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. | ||

Experimentation, Conjecture & Reasoning | 3 | |

Course Number: MATH 804T 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 | 3 | |

Course Number: MATH 805T 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. | ||

Discrete Math for Secondary Teachers | 3 | |

Course Number: MATH 805T 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 Teachers | 3 | |

Course Number: MATH 806T 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. | ||

Number Theory & Cryptography for Secondary... | 3 | |

Course Number: MATH 806T Number Theory & Cryptography for Secondary TeachersBasic 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. | ||

Capstone Course - Mathematics for Teachers I | 3 | |

Course Number: MATH 807 Analysis of the connections between college mathematics and high school algebra and precalculus. | ||

Capstone Course - Mathematics for Teachers II | 3 | |

Course Number: MATH 808 Analysis of the connections between college mathematics and high school algebra and geometry. | ||

Mathematical Modeling for High School Teachers | 3 | |

Course Number: MATH 809 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. | ||

Algebra for Algebra Teachers | 3 | |

Course Number: MATH 810T 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 content) | 3 | |

Course Number: MATH 811T 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 | 3 | |

Course Number: MATH 812T 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. |

## Elective Courses

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

Using Math to Understand Our World | 3 | |

Course Number: MATH 807T 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 | 3 | |

Course Number: MATH 808T 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. | ||

Statistics for High School Teachers | 3 | |

Course Number: STAT 812T 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 | 3 | |

Course Number: TEAC 800 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 | 3 | |

Course Number: TEAC 801 The relationship between curriculum theory and/or research to educational practices. | ||

Teaching Mathematics with Technology | 3 | |

Course Number: TEAC 880E The focus of this course is on developing skills for using GeoGebra 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. | ||

Integrating Geometry Teaching & Learning | 1-3 | |

Course Number: TEAC 892 Aspects of education not covered elsewhere in the curriculum. | ||

Integrating Mathematics Teaching & Learning (pre-calculus content) | 1-3 | |

Course Number: TEAC 892 Aspects of education not covered elsewhere in the curriculum. | ||

Teacher Learning about Reasoning & Sensemaking in Secondary Classrooms | 1-3 | |

Course Number: TEAC 892 Aspects of education not covered elsewhere in the curriculum. | ||

Teaching High School Statistics | 1-3 | |

Course Number: TEAC 892 Aspects of education not covered elsewhere in the curriculum. | ||

Trends and Issues in Mathematics Teaching & Learning | 1-3 | |

Course Number: TEAC 949A Critical analysis of literature and research on teaching, learning, and schooling. |

## Cost for Nebraska Residents

### Per Credit Hour

- Tuition: $346.00
- Fees: $52.25
- Total: $398.25

### 3 Credit Hours

- Tuition: $1038.00
- Fees: $156.75
- Total: $1194.75

## Cost for Out of State Residents

### Per Credit Hour

- Tuition: $609.00
- Fees: $52.25
- Total: $661.25

### 3 Credit Hours

- Tuition: $1827.00
- Fees: $156.75
- Total: $1983.75

### Questions about tuition? We can help.

## What's it like to take a program online?

### Quality learning experience

The University of Nebraska has offered distance education courses for more than 100 years so you can expect a quality, rigorous experience. Online courses are often highly interactive with faculty and students communicating through e-mail, discussion forums and chat groups. You’ll have direct access to world-class faculty – researchers who are experts in their fields or practitioners with real-world experience. Also, you’ll be part of a community of learners and can benefit from the perspectives of students from across the globe.

### Flexibility

Online learning gives you the flexibility and freedom to attend your classes wherever is convenient to you. You can save time and money by being able to continue to work and by avoiding relocation or travel costs. You will be required to complete assignments in a certain timeframe, but in most instances, you can log in and complete coursework during the time of day that works best for you. You aren’t tied to a specific class time.

### Service you expect from a leading University

Online learners at the University of Nebraska have access to the same student services available to on-campus students. An academic adviser will guide you along your journey, library services are available to help you excel in your program and career services are available when you are ready to take your next step. These are just a few of the services in place to help you succeed.