Master’s in Mathematics Education (M.S. Ed.)

This course is designed to introduce educators to different methodological frameworks in educational research and become more familiar with a range of research designs and practices. Participants will select an area of inquiry and begin an in-depth analysis of the research on this topic.

This course builds on foundational theories and practices investigated in Research Methods. Students will design a research study related to the field of education and document the proposed methods for that study. Students will better understand various ethical concerns when conducting research with people.

This course is designed for educators and teacher-leaders seeking to enhance their mathematical content knowledge and pedagogical skills. Participants will critically examine their own mathematical identities and those of their students, while exploring a range of curricular tools and assessment practices. The course also addresses methods for engaging families and communities in the educational process. Throughout the course, participants will deepen their understanding of how children learn mathematics and apply various research-based teaching strategies to their practice, broadening their knowledge of effective mathematics instruction.

Students will engage with research and theory that supports mathematics intervention in schools. Participants will connect the research to their school and/or district culture to consider critical aspects of the intervention process, including: recognizing who it is important for you to work with and how that work might be best accomplished, analyzing school data, identifying students who need support using diagnostic assessment tools, examining systems for universal screening, using formative and summative assessment to inform instruction, evidence-based practices, and sharing data with other school personnel and with families.

The course will examine principles and aspects of formative assessment with a focus on establishing conceptual based mathematics learning targets, gathering and analyzing evidence of students’ thinking related to the learning target, providing feedback to students and deeply involving students in processes that will help them move their own learning forward. Research review, discussions, in-class exercises, practical experiences and action research on the integration of these formative assessment aspects within mathematics instruction will be an integral part of this course.

This course examines research on effective professional development and peer mentorship for mathematics educators. Participants will apply this information in a modified field experience to create a customized professional learning experience that addresses specific needs and goals of adult learners. Emphasizing one-on-one or small-group settings, the course involves developing learning goals, assessing progress, providing constructive feedback, and facilitating responsive professional development. Key topics include curricular design, pedagogical strategies, effective facilitation techniques, and methods for evaluating the impact of professional development. Students will develop the skills necessary to support and enhance the growth of others through practical, hands-on activities and real-world applications.

The course is designed for M.S. Ed students seeking an emphasis in mathematics education. It prepares students for attaining expertise and demonstrating leadership regarding how children develop number, operations, algebra, and functions concepts and the corresponding instructional and assessment practices that facilitate this development. Students will learn about: numbers and number systems as they occur in school mathematics, the four operations, patterns, functions, and change, and how to model mathematical situations. Students will participate in small-group and individual activities which may include, but are not limited to: electronic discussions, research papers, problem sets, and exams to demonstrate their understanding of course content.

The course is designed for M.S. Ed students seeking an emphasis in mathematics education. It prepares students for attaining expertise and demonstrating leadership regarding how children develop geometry and measurement concepts and the corresponding instructional and assessment practices that facilitate this development. Students will learn postulates, theorems, proofs, and axiomatic ways of understanding geometry and measurement. Students will participate in small-group and individual activities which may include, but are not limited to: electronic discussions, research papers, problem sets, and exams to demonstrate their understanding of course content

The course is designed for M.S. Ed. students seeking an emphasis in mathematics education. It prepares students for attaining expertise and demonstrating leadership regarding how children develop data analysis, probability, and statistics concepts and the corresponding instructional and assessment practices that facilitate this development. Topics studied will include the exploration of randomness, data representation, and modeling. Descriptive statistics will include measures of central tendency, dispersion, distributions, and regression. The analysis of experiments requiring hypothesizing, experimental design and data gathering will also be discussed. Students will participate in small-group and individual activities which may include, but are not limited to: electronic discussions, research papers, problem sets, and exams to demonstrate their understanding of course content.

This course provides an exploration of the theoretical and practical aspects of mathematics coaching and focuses on the roles, tools, and structural supports that underpin a successful coaching program. Participants will examine different frameworks utilized by mathematics coaches to foster research-based, student-centered mathematics instruction. Emphasis will be placed on aligning coaching practices with evidence-based teaching methodologies. Through critical analysis of their school’s or district’s readiness for effective coaching, participants will develop a practical suite of tools and strategies to help effectively implement and sustain mathematics coaching within their schools or districts.

Applicants must have a baccalaureate degree from a regionally accredited college or university.

If you have a foreign degree, it must be validated by World Educational Services, Center for Educational Documentation, Inc., or other appropriate agency. The decision to accept the degree is made on a case-by-case basis by the UMF Director of Graduate Programs in Education.

To apply to UMF’s Master’s in Mathematics Education, submit an online application and email any completed forms to gradstudies@maine.edu. You will need to provide the following:

• Transcripts – Official transcripts from all colleges and universities attended (undergraduate and graduate). They must be sent directly to UMF’s Office of Graduate Studies. If you attended a University of Maine System school (UMA, UMF, UMFK, UMM, UM, UMPI, or USM), UMF can obtain your transcript for you.
• Essay (500 words) – Applicants must write a 500-word essay on the following:
  • Begin by describing your philosophy for teaching and learning mathematics. Then explain how UMF’s Master of Education in Mathematics Education will support your work as a mathematics educator.

• Teaching Certificate: Please include a copy of your teaching certificate with your application.
• Recommendation Forms (2 required) – Please include 2 recommendations with your application using the form below. One should be filled out by a current administrator or supervisor. One should be filled out by a professional colleague. Please provide each reference with a copy of the blank Recommendation Form.
  • Download Recommendation Form for M.S.Ed. in Math Education>> Note: This is a fillable form, and you may need to download it to enable it.

If you are requesting that graduate-level coursework be transferred from another institution into this UMF Master’s program, in addition to your transcript you must submit the syllabi for each course you would like considered for transfer. Transfer decisions are made at the time of admission.

A student, with the approval of the Admissions Committee, may transfer up to 9 graduate credits from another institution into his/her academic program.

These credits must have been earned from a regionally accredited institution, within 5 years prior to admission, and with a minimum grade of B (or equivalent). Graduate credits applied toward any previous degree cannot be used toward the Master’s degree.

Completion of the degree takes two to four years, depending on the individual’s pacing of courses.