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Masters in Math Education

Math Teacher Education Degree Programs

Lesley University's mathematics programs provide new and veteran PreK-12 teachers engaging opportunities to update and deepen their background in mathematics. Programs are delivered on campus, off campus, and online, and are composed of core mathematics and specialization courses that address: strength in mathematics content; current issues in educational practice and policy; curriculum theory and development; practical and applied action research; equity in education; and the synthesis of coursework and research.

The faculty and staff of Lesley University’s Center for Mathematics Achievement believe that teachers who have enriched their own mathematical content knowledge are better suited to providing richer, more effective mathematics opportunities to their students. The programs offered through the center prepare classroom teachers to support their students as they acquire skills and knowledge that allow them to compete at higher levels.

Degree programs for New Teachers

Degree programs for Current Teachers
Advanced Professional Certificate
  • Mathematics in Education  (May Lead to Endorsement/Second License in Elementary or Middle Grades Math in Multiple States)
Advanced Graduate Study Programs
Certificate of Advanced Graduate Study in Curriculum and Instruction in Mathematics

Certificates and Professional Development offerings
Center for Mathematics Achievement

More about Lesley's Math programs, including a Math Made Easy webinar...

The Current State of Mathematics Education

Mathematics education in the United States is under considerable scrutiny, with reports that students are falling behind those in other comparable countries. In an article Education Week, A National Yardstick for Gauging Math Progress (January 14, 2009), Christopher Swanson reported that results from the NAEP show “that ‘proficiency’ in math, as defined by the national assessment, is the norm in only a handful of states.” National experts are concerned that our preparation of children is not providing the necessary foundation to ensure that as a nation we remain competitive in the global market in the future.

The concern over mathematics competency has been featured in the national news for some time. Maria Glod, writing in the Washington Post (U.S. Teens Trail Peers Around the World on Math-Science Test; December 5, 2007), reported that “only four countries had average scores lower than the United States.” The national response has been set forth by the Final Report of the National Mathematics Advisory Panel, published by the U.S. Department of Education in 2008, and the issue continues to be addressed by the current administration. Elements to be addressed include streamlining mathematics curriculum Pre-K through 8; a focus on how children best learn and how those concepts are best applied to mathematics education; an increased focus on the preparation of classroom teachers in the content areas; and research-based practice.

 
 

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