Mathematics Education, Master of Science
Department of Mathematics and Statistics
College of Engineering, Forestry, and Natural Sciences
The Master of Science in Mathematics Education plan is specifically designed for continuing teachers and emphasizes the connections between secondary mathematics content, effective pedagogy, and reflective practice. Completion of this plan will not result in teacher certification. All courses in the program are offered online (though one course has a collaborative component). While certain aspects of this program would be beneficial to those interested in community college teaching, the program itself is not specifically designed to prepare one for a community college career. This program is available only as an extended course work plan.
This program is accredited by the Council for the Accreditation of Educator Preparation (CAEP).

To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduatelevel courses. Many master’s degree programs require more than 30 units.
You must additionally complete: All requirements for your specific academic plan(s). This may include a thesis.
 All graduate work with a cumulative grade point average of at least 3.0.
 All work toward the master's degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program.
Read the full policy here.
In addition to University Requirements:
 Complete individual plan requirements.
Minimum Units for Completion  37 
Additional Admission Requirements  Individual program admission requirements over and above admission to NAU are required. 
Comprehensive Exam  Comprehensive Exam is required. 
Some online/blended coursework  Required 
Progression Plan Link  View Program of Study 
Student Learning Outcomes
1. Commitment to Mathematics Learning of All Students
Accomplished mathematics teachers acknowledge and value individuality and worth of each student, believe that every student can learn and use mathematics, and use their knowledge of human development and individual students to guide their planning and instructional decisions. Accomplished mathematics teachers are committed to the fair and equitable treatment of all students  especially in their learning of mathematics and understand the impact or prior mathematical knowledge, home life, cultural background, individual learning differences, and student attitudes have on students and their mathematics learning.
2. Knowledge of Mathematics
Accomplished mathematics teachers have a deep and broad knowledge of the concepts, principles, techniques, and reasoning methods of mathematics, and they use this knowledge to inform curricular goals and shape their instruction and assessment. They understand significant connections among mathematical ideas and the applications of these ideas to problem solving in mathematics, in other disciplines, and in the world outside of school.
3. Knowledge of the Practice of Teaching
Accomplished mathematics teachers use their knowledge of pedagogy along with their knowledge of mathematics and student learning to inform curricular decisions; select, design, and develop instructional strategies and assessment plans; and choose materials and resources for mathematics instruction. Accomplished mathematics teachers stimulate and facilitate student learning by using a wide range of practices.
4. Learning Environment
Accomplished mathematics teachers create environments in which students are active learners, show willingness to take intellectual risks, develop selfconfidence, and value mathematics. This environment fosters student learning of mathematics.
5. Way of Thinking Mathematically
Accomplished mathematics teachers develop their own and their students' abilities to reason and think mathematicallyto investigate and explore patterns, to discover structures and establish mathematical relationships, to formulate and solve problems, to justify and communicate conclusions, and to question and extend those conclusions.
6. Assessment
Accomplished mathematics teachers integrate a range of assessment methods into their instruction to promote the learning of all students by designing, selecting, and ethically employing assessments that align with educational goals. They provide opportunities for students to reflect on their strengths and weaknesses in order to revise, support, and extend their individual performance.
7. Reflection and Growth
To improve practice, accomplished mathematics teachers regularly reflect on what they teach, how they teach, and how their teaching impacts student learning. They keep abreast of changes and learn new mathematics and mathematical pedagogy, continually improving their knowledge and practice.
Additional Admission Requirements

Individual program admission requirements over and above admission to NAU are required.

The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
Admission requirements include the following: Transcripts.
 Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.
Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies.
Ready to apply? Begin your application now.International applicants have additional admission requirements. Please see the International Graduate Admissions Policy.

 Three letters of recommendation
 Personal statement or essay

 Prerequisites (completed prior to enrolling in the program)


 Must have at least 2 years of mathematics teaching experience or have successfully completed 6 credit hours of undergraduate mathematics teaching methods coursework (such as MAT 401, MAT 402).
 Must have completed at least 23 hours of undergraduate mathematics and statistics coursework at the level of calculus and above with a grade of C or better, and have at least a 3.0 grade point average in these courses.
 These 23 credit hours cannot include the teaching methods courses and must include:
 Calculus II
 Applied Statistics
 Foundations of Mathematics
 at least 9 hours of upper division proofbased coursework (including Foundations of Mathematics)
 It is highly recommended that the 23 credit hours include Modern Geometry, Abstract Algebra and Introduction to Analysis, since these topics will be expanded upon in MAT 505, MAT 504, and MAT 506, respectively.
 Although the majority of courses in this program are delivered online, there are essential facetoface components embedded in the curriculum. Since certain courses in the program require candidates to implement and reflect on standardsbased instructional practices, applicants to the program must be teaching mathematics in the classroom at the time they take these courses.


 List of courses taken in the field with titles/authors of textbooks used
Master's Requirements

Take the following 37 units:
Seven mathematics education courses:Perform satisfactorily on a final oral exam conducted by your advisory committee.
Five mathematics content courses:

Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.