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Curriculum and Instruction
125 Peik Hall
159 Pillsbury Drive SE
Minneapolis, MN 55455
Voice: 612-625-4006
Fax: 612-624-8277

Curriculum and Instruction 125 Peik Hall
159 Pillsbury Drive SE
Minneapolis, MN 55455 CIinfo@umn.edu
Voice: 612-625-4006
Fax: 612-624-8277

Mathematics education

Master of education/initial licensure

(Minnesota state licensure in mathematics education)

The mathematics education initial licensure program at the University of Minnesota is designed to help you become an accomplished professional mathematics educator. The program is designed to help you become an inquiring, analytical, and reflective professional educator prepared to teach in the classroom and lead in the schools.

Information session: Before applying to this program, applicants are strongly encouraged to attend an information session for an overview of admission and program requirements. Hour-long sessions are held at Student Services. Register online.

Application deadline is December 15. Program begins in early June.

Program

Master of education (M.Ed.)/initial licensure programs are for individuals with bachelor’s degrees who want to become licensed teachers. These graduate-level programs provide rigorous, professional teacher preparation in accordance with Standards of Effective Practice for Teachers (SEPT) and content standards adopted in fall 1998 by the Minnesota Board of Teaching.

Included in the program is preparation on understanding student learning, working with diverse learners, developing a variety of instructional strategies, creating positive learning environments, and preparing for a collaborative positive professional relationship with colleagues. Students develop skills and understanding of the National Council of Teachers of Mathematics Standards.

Students enter a 12-month program integrating educational theory with classroom practice. This program is offered through the Department of Curriculum and Instruction (C&I) in the College of Education and Human Development (CEHD). Practicum and student teaching create a strong experience base in which to apply the principles and methods learned in University classes.

An important advantage of this program is its cohort nature. Students in each emphasis area begin classes together and continue through their course of study as a single group, building a valuable sense of community. Throughout their student teaching, prospective teachers work closely with experienced teachers, observing firsthand the daily rewards and challenges of the profession.

This program includes two components: initial licensure and M.Ed. degree. After successfully completing licensure requirements, students are recommended for state licensure to teach mathematics in grades 5-8 and 7-12.

After completing an additional 11 graduate credits, students are awarded a master of education (M.Ed.) degree in teaching. Students have seven years to complete their degree, beginning with the first course(s) used in the program, and must maintain a 2.80 grade point average (GPA) for M.Ed. courses.

Curriculum

Students in the M.Ed./initial licensure program in mathematics education complete foundations, methods, and clinical experience coursework for licensure.

Students begin classes in June and continue through May of the following year. During the first and second summers, students complete any remaining mathematics prerequisites.

First summer term

Foundations of education and arithmetic methods

EDHD 5001—Learning, Cognition, and Assessment (3 cr)
EDHD 5004—Teaching Students with Special Needs in Inclusive Settings (2 cr)
EDHD 5007—Technology for Teaching and Learning (1.5 cr)
EDHD 5009—Human Relations: Applied Skills for School and Society (1 cr)
MTHE 5011—Arithmetic Structures in School Mathematics (3 cr)
PUBH 6003—Fundamentals of Alcohol and Drug Abuse (1 cr)

Note: The PUBH-designated course listed above may not be applied toward the M.Ed. degree.

Throughout the program, students take courses in foundations of education. Included are courses on psychological, sociological, philosophical, and theoretical foundations of education that lay the foundation for developing a breadth and depth of knowledge and skills in education. Students will also take an arithmetic methods course (MTHE 5011) focusing on recent trends in pedagogy, content, and instructional strategies for teaching mathematics topics typically found in grades K-8. Through inquiry, analysis, and reflection, prospective teachers learn to examine educational issues from multiple perspectives.

Note: Foundations of education coursework may be completed throughout the program, including summer, fall, or spring terms.

Fall term

Algebraic methods

CI 5452—Reading in the Content Areas for Initial Licensure Candidates (1 cr)
CI 5644—Working with Linguistically and Culturally Diverse Students in the Mainstream Classroom (1 cr)
EDHD 5003—Developmental and Individual Differences in Educational Contexts (2 cr)
EDHD 5005—School and Society (2 cr)
MTHE 5021—Algebraic Structures in School Mathematics (3 cr)

In the fall, student teachers enroll in an algebraic methods course that combines instruction on current methods of planning and teaching mathematics along with extensive clinical experiences. Students will spend time in a local middle school and two different local senior high schools. Student teachers work with University of Minnesota faculty and practicing teachers. They are immersed in secondary and middle-school classrooms, which provides the day-to-day interaction with students essential to teaching mathematics effectively.

Spring term

Geometric methods and student teaching

MTHE 5031—Geometric Structures in School Mathematics (3 cr)
MTHE 5696—Student Teaching in Mathematics (8 cr) (cannot be applied to M.Ed. degree)

In the spring, students complete a course on teaching geometry. The course introduces students to the latest trends in teaching geometry and is aligned with a placement at a local middle school or senior high school. Students also engage in a 10-week student teaching experience later in the semester. Each student teacher is assigned a mentor mathematics teacher and a University of Minnesota supervisor who can help the student teacher to assume the responsibilities of teaching mathematics and to critically analyze and reflect on their teaching practice.

M.Ed. completion

After teaching for at least one year, students complete the master of education degree by completing four courses from the following lists:

Required courses

MTHE 5314—Teaching and Learning Mathematics (3 cr) [available fall semester]
MTHE 5366—Technology-Assisted Mathematics Instruction (3 cr) [available spring semester]
MTHE 5993—Directed Studies in Mathematics Education (2 cr) [available every semester]

Elective course (choose one):

MTHE 5100—Topics in Mathematics Education (3 cr)
MTHE 5155—Rational Number Concepts and Proportionality (3 cr)
MTHE 5171—Teaching Problem Solving (3 cr)
MTHE 5172—Teaching Probability and Statistics (3 cr)
MTHE 5355—Mathematics for Diverse Learners (3 cr)

See course descriptions and course schedules.

Admission criteria

Admission to the program is based on the following criteria:

Prerequisite courses for content area knowledge:
- Applicants must have a fully developed knowledge base of the subject area they plan to teach. This knowledge is recognized through completion of prerequisite courses.
- A transcript review can be completed before applying. To have your transcript(s) reviewed, please email a copy of all unofficial transcripts to the Prospective Graduate Student Adviser and Recruiter, Jontue Austin.
- Please allow two weeks for a completed transcript review to be emailed to you.
- If your transcript is from outside of the United States, you must arrange for a national evaluation (see #3 under the Application materials heading below).
Grade point average (GPA):
- Grade point average (GPA)—2.50 overall GPA at the time of application. Bachelor’s degree must be completed at the time of matriculation.
- Bachelor’s degree must be completed at the time the program begins.
Classroom hours:
- Minimum requirement is 100 hours in the classroom. Competitive applicants have significant experiences with diverse populations both inside and outside of a classroom setting. We consider experiences with diverse populations to be within an environment or situation different from that which you are familiar (e.g., race/ethnicity, socioeconomic status, gender, language, religion, geography, sexuality, special needs).
- Must be completed within grades 5-12 in a U.S. public or charter school.
- For more information about this requirement, see the Classroom experience website.
- These hours are to be documented on the Classroom Hours form [PDF] [WORD DOC].
- This form will be uploaded into the application system when you apply.
Additional related experiences
- Additional related experiences are considered to be outside of a classroom setting and related to the field of teaching.
- Although there is no minimum hour requirement for additional experiences, competitive applicants have significant experiences with diverse populations both inside and outside of a classroom setting. We consider experiences with diverse populations to be within an environment or situation different from that which you are familiar (e.g., race/ethnicity, socioeconomic status, gender, language, religion, geography, sexuality, special needs).
- These experiences are outside of the required classroom hours and are to be documented on the Additional Related Experiences form [PDF] [WORD DOC].
- This form will be uploaded into the application system when you apply.
Admission statements
- There are three statements required to complete the application:
QUESTION A: Experience with difference

Please describe a specific experience in your life that required you to navigate through an environment or situation different from that which you are familiar. How did you approach this experience? What did you learn? Note that the experience you describe may reflect difference across dimensions such as race, socio-economic status, gender, language, religion, geography, sexuality, special needs.

QUESTION B: Educational disparities

Disparity in educational outcomes is a major challenge in Minnesota. How do you account for these disparities? How do you view your role as a future educator in addressing educational disparities?

QUESTION C: Becoming a teacher
Discuss your life and work experiences that have influenced your decision to become a teacher.
- Write statements as separate documents (e.g., Question A is one document, Question B is a separate document, etc.), save them separately to your computer, and upload them separately into the application system.
- Each statement should be no longer than 2 double-spaced pages with 12 point font.
- At the top of the statement page, include your name and the question title (e.g., Question A: experience with difference).
- For tips on writing an effective personal statement, watch the Writing effective personal statements online workshop.
- Please visit your writing center for feedback on your statements, as CEHD staff are unable to provide this service.
- We will evaluate your statements to:
  - Ensure best fit between applicants and proposed Initial Licensure Program
  - Capture ability and experiences not reflected in other admission materials
  - Evaluate academic writing skills

How to apply

Apply Online
- Be sure to save your PIN number and password, so that you can work on the application over time.
- Take your time and follow instructions carefully! Once your application is submitted, you will no longer have access to add/change information or upload required supplemental material.
- As your application is reviewed, you will receive email notifications of your status.
- Your application status and decision will also be posted in your application account.
Submit all six required application materials (listed below)
- You will only upload materials listed below into the “Additional Program Specific Uploads – Initial licensure program” section – please disregard all other sections requesting information

Transcripts
- Submit official transcripts from all postsecondary institutions you have attended (except the University of Minnesota) to:
  CEHD Student Services – ILP Admissions
  360 Education Sciences Building
  56 East River Road
  Minneapolis, MN 55455
- If you completed coursework at a university outside of the United States, your transcripts must be evaluated by a professional credential evaluation center by requesting a “course-by-course” evaluation. This process can take 4-6 weeks, so please plan in advance. A suggested provider of this service is Educational Credential Evaluators (ECE). You can, however, use any provider that is an accredited member of the National Association of Credential Evaluation Services (NACES).
Classroom Hours form (upload into the application system in the “classroom experience form” section.)
Additional Related Experiences form (upload into the application system in the "additional related experiences form" section
Three Admission Statements
- Each statement is to be uploaded into the application system separately under the “Additional Program Specific Uploads – Initial licensure program” section for “Question A”, “Question B”, and “Question C”.
Two Letters of Recommendation
- These will be requested and submitted through the application system.
- These letters should address your education-related experiences, work style, and personal attributes.
- One letter must be from a 5-12 site supervisor listed on your Classroom Hours form.
Application fee
- This fee is charged when you submit your application and is required for each application you submit.
- Fees must be paid online with a credit card.

Nonnative English speakers and/or international students

Submit an official score report from the Test of English as a Foreign Language (TOEFL). Register for the test and submit scores here: http://www.ets.org/toefl/.
Exceptions may be granted for applicants who will have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States before entering the University of Minnesota.
Minimum TOEFL score requirements are listed below:

Internet-based test	79-80
Computer-based test	213
Paper-based test	550

Applicants may also be required to demonstrate spoken English proficiency in an Oral Proficiency Interview (OPI) and/or oral interview with faculty or staff. Contact Student Services for more information.
International applicants who will require an I-20 for a student visa must submit a Financial Certification Statement, which will be mailed to you upon admission to the program.
Questions regarding the TOEFL should be directed to TOEFL Services, Inside the U.S. and Canada: 1-877-863-3546, Outside the U.S. and Canada: 1-609-771-7100

Timeline

December 15—Priority deadline for admission.—All application materials must be submitted by this deadline to be given full consideration for admission.

Applications received or completed after this deadline will be reviewed on a space-available basis. We are unable to determine if space is available until after April 1.

February—Submit Free Application for Federal Student Aid (FAFSA) form for financial aid

February/March—Committee review of applications

Late March—Notification of admission decisions

May 1—Deadline for University of Minnesota application for summer financial aid (eligible only if FAFSA has been submitted)

Mid-May—Orientation and summer registration

Early June—Summer term begins. To be eligible to start the program in June, the student’s official MTLE Basic Skills test scores must be submitted to Student Services by June 1.

Before you begin the program

Minnesota Teacher Licensure Exam

As of September 2010, the Minnesota Board of Teaching requires licensure applicants to pass the Minnesota Teacher Licensure Exams (MTLE). These tests are offered several times a year; students are responsible for registering for and taking MTLE tests by the required deadlines. The GRE is not required for our teacher licensure programs.

Students must pass the following tests to be recommended by CEHD for teaching licensure:

MTLE Basic Skills Tests. Students must take this test before starting the licensure program. Official test scores must be submitted to Student Services before starting the program.

The following tests must be taken before licensure program completion:

MTLE Content Area Test: Mathematics (Grades 5-12)

MTLE Pedagogy Test: Secondary (Grades 5-12)

Find out more about the MTLE »

Criminal background check

Before starting student teaching or practicums, students are subject to a criminal background check required by the college. The investigation is conducted by a private agency contracted by the college and is designed to meet school district guidelines governing adults with responsibility for children. Decisions about candidate placement will be made by the district approving the assignment. For background check details and fees, contact Bob Utke at CEHD, 612-625-1084, email: stuteach@umn.edu.