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Master in middle school math education

Master of education with a major in middle school mathematics teaching requires 24 hours of mathematics courses designed to train for middle school mathematics teachers, plus 12 hours of required composite minor courses. An electronic teaching portfolio is required at the end of the program as part of the comprehensive exam. Students without teaching certification will need to contact the Education Department for certification requirements.
Completion of this program qualifies students to take the Master Mathematics Teacher Exam.

Background requirements

The minimum undergraduate requirements are :

  • MATH 1315  College Algebra, or a second-year college-Mathematics course for elementary teachers.


Core Courses: (24 hours): All students are required to take the following courses which are designed for teachers of middle school learners (MTE - Math for Teachers Education).

  • MTE 5311  Quantitative Reasoning
  • MTE 5313  Geometry and Measurement
  • MTE 5315  Algebraic Reasoning
  • MTE 5317  Mathematical Modeling
  • MTE 5319  Concepts of Calculus
  • MTE 5321  Probability and Statistics
  • MTE 5323  Logic and Foundations of Mathematics
  • MATH 5303  History of Mathematics

Required Composite Minor Courses: (12 hours): All students must take the following graduate courses in the area of Curriculum and Instruction.

  • CI 5306  Problems in Education: Evaluative Techniques for the Classroom Teacher
  • CI 5314  Human growth and Development II
  • CI 5333  The Secondary Curriculum
  • CI 5370  Classroom Management, Discipline and Legal Issues

Comprehensive examination: The examination will focus on content material from the course work that is appropriate and necessary for middle school mathematics teachers to know and to master. An electronic teaching portfolio should be submitted for evaluation at the end of the program as part of the comprehensive exam. The portfolio will be composed of the following three sections:

  1. Mastery of the Mathematics Content Standards
  2. Mastery of Learner-Centered Teaching Strategies
  3. Mastery of Leadership and Mentoring Skills

The first section will include samples of the students' own mathematical work in the following content areas: Number Concepts, Patterns and Algebra, Geometry and Measurement, Probability and Statistics, and Mathematical Processes. Lesson plans that apply this knowledge as well as a sample analysis of student work that demonstrates the teachers' ability to identify and address misconceptions should be included.

The second section will include samples of best work depicting how the teacher implements effective approaches for teaching mathematics in the areas of 1) instruction, 2) communication, 3) the learning environment, 4) assessment, and 5) mathematical perspectives.

The third section will include samples of the teachers' mentoring and leadership activities along with a reflection to help others understand how these samples are representative of everyday practice. The standards-based mathematics instruction should exhibit leadership through: 1) communication, 2) collaboration, 3) mentoring/coaching, 4) professional development, and 5) decision-making.