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Earn your degree from the University of Nebraska - Lincoln
Get the same diploma as on campus students
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 which 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 the mathematics 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.
Jim Lewis, Aaron Douglas Professor of Mathematics, was the Principal Investigator for the Math in the Middle Partnership, NebraskaMATH, and NebraskaNOYCE, three major grants that enabled the University of Nebraska-Lincoln to create mathematics courses designed for teachers and that emphasize the habits of mind of a mathematical thinker. Lewis was also chair of the writing team that produced the national publication, The Mathematical Education of Teachers II.
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).
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
Rolling admissions. Application review will begin upon receipt of all required application materials.
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
|Algebra for Algebra Teachers||3|
Course Number: MATH 810T*
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
|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. *Required course in the secondary MAT program.
|Geometry for Geometry Teachers||3|
Course Number: MATH 812T*
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.
|Mathematics as a Second Language||3|
Course Number: MATH 800T*
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.
|Functions, Algebra and Geometry for Middle-Level Teachers||3|
Course Number: MATH 802T*
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
|Experimentation, Conjecture & Reasoning||3|
Course Number: MATH 804T
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.
|Discrete Math for Teachers||3|
Course Number: MATH 805T
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.
|Number Theory & Cryptology for Teachers||3|
Course Number: MATH 806T
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.
|Using Math to Understand Our World||3|
Course Number: MATH 807T
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.
|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. Course includes connections to concepts in algebra and middle-level curriculum.
|Linear Algebra for Teachers||3|
Course Number: MATH 814T*
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
|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 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.
|Inquiry into Teaching and Learning||3|
Course Number: TEAC 800
Contemporary educational research from multiple theoretical perspectives (available online every fall). This course aims to 1) To familiarize teachers with basic principles of contemporary educational research in order to become better consumers of that research, and 2) to develop an understanding what this research suggests about educational practice, teaching, and teachers. This survey course is one of two which are required for those pursuing a master’s degree in education.
Course Number: TEAC 801
Focuses on the relationship between curriculum theory and/or research to educational practices. This survey course is the second of two which are required for those pursuing a master’s degree in education.
|Teaching Mathematics with Technology||3|
Course Number: TEAC 880E
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.
|Seminar in Teaching, Learning & Teacher Education||3|
Course Number: TEAC 892
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
|Trends & Issues in Mathematics Teaching & Learning||3|
Course Number: TEAC 949A
Critical analysis of literature and research on teaching, learning, and schooling.
Cost for Nebraska Residents
Per Credit Hour
- Tuition: $356.50
- Fees: $52.25
- Total: $408.75
3 Credit Hours
- Tuition: $1069.50
- Fees: $156.75
- Total: $1226.25
Cost for Out of State Residents
Per Credit Hour
- Tuition: $652.00
- Fees: $52.25
- Total: $704.25
3 Credit Hours
- Tuition: $1956.00
- Fees: $156.75
- Total: $2112.75
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.
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.