The satisfaction that comes from teaching math is incalculable
There is a high demand for well-qualified and effective mathematics teachers in our nation’s middle and high schools. For those with a deep understanding of mathematics and a call to teach, we offer a program that prepares you to become a math teacher and to ignite and support the learning of all students.
In the UW-Madison Master of Science in Curriculum & Instruction: Secondary Education program, you will develop a conceptual appreciation of secondary school mathematics (middle and high school)—one that will enable you to foster students’ abilities to create a deep and connected set of ideas, relationships, procedures, and concepts. You will engage in a variety of course activities designed to support your development as an educator, including:
- Discussing and solving novel problems
- Analyzing examples of student thinking
- Evaluating curricular materials
- Critiquing sample solution methods
- Analyzing instances of classroom practice
The courses and field experiences will help you develop the skills, knowledge, and habits of mind necessary to being an effective, dynamic teacher of mathematics.
If you have questions about the field of secondary math education, or about the mathematical thinking preparation within the program, please feel free to reach out to the SED Math Coordinator, Jen Murphy, at firstname.lastname@example.org.
Math will start accepting applications for next summer soon.
Applications will open in July for the cohort to begin in the summer of 2022.
Looking ahead, our priority review period happens each year on December 1st. After that time, applications are reviewed as space is available.
- Relevant undergraduate degree
- Coursework or experience that spans the necessary content domains
- Passing an approved content examination
Students may be able to complete a national math content exam to address certain gaps in their coursework. The Praxis II: Subject Assessments/Specialty Area Tests through the Educational Testing Service (ETS)—General Mathematics Exam # 5161, is the exam most often used. A passing score for this exam is 160. This test may be taken after you have been admitted into the program.
Applicants need to have (or have completed by June) a Bachelor of Science or a Bachelor of Arts with coursework comparable to an undergraduate degree in mathematics.
If you believe you have a special case for consideration, including significant professional experience, or comparable university courses, you may send an email to Jen Murphy explaining your situation.
Prior to admission, all applicants must demonstrate competency in the following general areas through coursework or other experiences.
- Linear Algebra
- Modern Algebra
- Combinatorics/ Probability
- History/ Philosophy of Mathematics
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Additional details for former or current UW-Madison students
University of Wisconsin-Madison graduates may use the following list of courses as guide towards fulfilling each content domain.
|Content Domain||UW-Madison Courses|
|Calculus||Math 221, Math 222, Math 234, and Math 421 or Math 521|
|Linear Algebra||Math 320, Math 340, Math 341, or Math 376|
|Modern Algebra||Math 441 or Math 541|
|Combinatorics and Probabilty||Math 431 and Math 475|
|History and Philosophy of Math||Math 473|
|Statistics||Stats 301 or Math 309|
Current UW-Madison undergraduate students planning to apply to this program should follow the Option-2 Math major guidelines at the Math department website.
The admissions process of the Master of Science in Curriculum & Instruction: Secondary Education is highly competitive. The program will select students in each subject area for admission based on the following:
- Is the applicant well-qualified academically? Does the academic background reflect the needs of the profession?
- Is the applicant thoughtful and reflective about the meaning of teaching? Are the applicant’s motivations for entering the profession worthwhile and do they reflect a commitment to professional improvement?
- Has the applicant shown the ability to work effectively with young people, especially those different in important ways from the applicant?
- Does the applicant show a genuine commitment to working with all children, not just the privileged or highly motivated? Does the applicant provide evidence of working with adolescents?
- Is the applicant capable of working effectively with other professionals in the school, parents, caregivers, and members of the community outside of school?
- Does the applicant have work experience that may add to their ability to assist students in building their own knowledge of the subject?