Master of Science in Mathematics for Educators

The Master of Science in Mathematics for Educators is a strong graduate program in mathematics designed for people holding teaching single subject credentials in mathematics or a bachelor's degree in mathematics and very close areas.

This program is appropriate for students who want a broad background in pure mathematics including those who desire to be prepared for teaching in a community college or in the first two years of a college program. It is also aimed at high-school teachers who would like to expand their mathematics background and improve their credentials. The program will give students greater expertise in both mathematics and mathematics education. This program does not confer any state certification as a teacher.

Over the course of the program, students formulate an original research question, examine the question at various mathematics and mathematics education branches, and conduct research to produce a Master's thesis suitable for peer-reviewed presentation. Students develop thesis projects in consultation with program faculty. The thesis process provides training in research methods and design, analysis, and scientific writing to enable students to participate in the field of mathematics and mathematics education at the entrance professional research level.

Application Requirements

To be considered for admission, applicants must meet the University qualifications for graduate programs. In addition, students must have teaching credentials in mathematics and/or a bachelor's degree in mathematics or very close areas.

Additional Program Information and Requirements

All students are expected to begin the program of study by first enrolling in MTH 610 course, and taking subsequent MTH 620-670 courses. This sequence is designed to have students formulate a working thesis topic and repeatedly examine it at different levels and branches of mathematics and mathematics edu,cation, to iteratively generate new ideas and perspectives on the topic. All students are expected to select a thesis advisor early in the program, based on areas of interest and faculty availability. Students must obtain approval of their choice of thesis advisor from the Program Lead Faculty by the end of their sixth course in the program. Each student is expected to consult regularly with the thesis advisor regarding the thesis topic.

The Master's thesis in this program is an original research contribution, based on information gathered by the student under the supervision of the thesis advisor and based on data and information extracted and analyzed from existing literature and sources. Students must present a thesis proposal to their thesis advisor before the end of the course MTH 670. This proposal must be approved for thesis work by the end of the course MTH 681 (Research in Mathematics and Mathematics Education I).

Thesis work primarily occurs during the course sequence MTH 681-683. Thesis progress is overseen by the thesis advisor. The thesis advisor, with two other faculty members, forms the thesis committee that evaluates the finished thesis. Students are expected to identify their complete thesis committee before the end of the course MTH 681 (Research in Mathematics and Mathematics Education I). Thesis research, analysis, and write-up are expected to occur during the course sequence MTH 681-683. MTH 683 is eligible for "In Progress" grading, which allows for this particular course to extend up to 12 months for completion. The student's thesis is to be submitted to the thesis committee for review by the end of MTH 683.

Program Learning Outcomes

  • Based on acquired advanced mathematical abilities analyze and evaluate main principles of general mathematics and mathematics education.
  • Evaluate primary research in mathematics education and related areas, including the identification of strengths and weaknesses of studies.
  • Analyze the research results and data on curricular materials, content, teaching methods, and new trends in mathematics education.
  • Propose and employ new robust and theoretically grounded approaches, methods and curricular related researches in teaching mathematics.
  • Conduct original research in mathematics education and related mathematical content areas.


To receive a Master of Science in Mathematics for Educators, students must complete at least 45 quarter units of graduate coursework.  A total of 4.5 graduate quarter units may be granted for equivalent graduate work completed at another institution, as it applies to this degree and provided the units were not used in earning another advanced degree.  Students should refer to the section on graduate admission requirements for specific information regarding admission and evaluation.

Program Prerequisites (5 courses; 22.5 units)
Core Requirements (10 courses; 45 quarter units)
Core Requisite(s):