About this Program
Good teachers never stop learning. They adapt and even rethink their teaching practices to meet student needs. The master’s degree in math education is designed to prepare teachers with advanced pedagogic strategies to ensure their students make the grade.
Program Overview
Tuition & Fees
Funding Opportunities
National Board Certification Prep Program
Learn Math the Way Your Students Do
With Maryland’s adoption of the Common Core State Standards, expectations for K-12 students are higher than ever, especially in mathematics. From algebra and graph theory to cutting-edge technological tools, master’s candidates learn through doing—just as their students do. Expert faculty members with deep connections in the region’s school districts bring proven experience to instruction, modeling research-based pedagogy and process in active, hands-on classes. The goal is to immerse students in current math content and equip them to teach it dynamically and effectively.
Two Tracks to Better Teaching
The only one of its kind in western Maryland, the 30-credit master’s degree program combines courses from both mathematics and education, affording students the expertise of faculty from both fields. The middle school track is designed for students without an undergraduate degree in mathematics, while the high school track is for those who have completed an undergraduate math degree. All program courses are offered online.
Frequently Asked Questions
Q: Does this program lead to teacher licensure in the state of Maryland?
A: No, this program does not lead to initial teacher licensure. It is designed for currently licensed teachers seeking to deepen their mathematics content knowledge and instructional practice. However, educators from other backgrounds are welcome to apply and may benefit from the program depending on their goals. If you are seeking licensure, please see Post-Baccalaureate Teacher Certification | Hood College
Q: What is the format of the program?
A: The program is offered entirely online, making it accessible for working professionals. Courses vary in format:
- Some are synchronous, meaning they meet live at scheduled times via video conferencing.
- Others are asynchronous, allowing students to complete work on their own schedule within set deadlines.
- Some courses include a blend of both synchronous and asynchronous components to offer flexibility and support.
Q: Are scholarships available?
A: We encourage prospective students to explore funding through the National Council of Teachers of Mathematics (NCTM), which offers several grants and scholarships for educators pursuing graduate studies in mathematics education. For more information, visit: https://www.nctm.org/Grants/
Student & Alumni Testimonials
"At Hood, I am a part of another professional community. Every professor and colleague of mine have shared lessons and many strategies to become better teachers. I have cherished the moments in all of my graduate classes as they help me continue to grow professionally." - Chris Coughlin, M.S.'19
This program does not lead to licensure in teaching. If you are seeking licensure, please seePost-Baccalaureate Teacher Certification | Hood College
Please note the Math Education master's program is not open to F1 students.
Hood College participates in the State Authorization Reciprocity Agreements.
Degrees Offered
- MS
Are you ready to go further?
For students applying to the M.S. in mathematics education program, please submit the following to the Graduate School:
- One copy of official transcripts from each institution attended.
- A one-page statement describing how the program relates to previous academic and professional experience and to occupational or personal goals.
Transfer credit policy for admitted students
Students may transfer a maximum of 6 graduate credits from an external, accredited institution, or another Hood graduate program prior to the first semester of study in the current program. Please review the full graduate transfer credit policy in the College catalog.
For students without an undergraduate degree in mathematics
Four courses in mathematics:
| MATH 500 | Statistics | 3.0 |
| MATH 501 | Explorations in Geometry | 3.0 |
| MATH 502 | Explorations in Algebra | 3.0 |
| MATH 505 | Discrete Math | 3.0 |
Four courses in education:
| EDUC 551 | The Teaching of Geometry | 3.0 |
| EDUC 552 | The Teaching of Algebra | 3.0 |
| EDUC 595 | The Teaching of Statistics & Probability: Decision Making with Mathematics | 3.0 |
| EDUC 596 | The Teaching of Mathematical Modeling: Strategies for Contemporary Problems | 3.0 |
Two electives chosen from:
| EDMA 530 | Mathematics Education Leadership I | 3.0 |
| EDMA 531 | Mathematics Education Leadership II: Practicum | 3.0 |
| EDMA 579 | Capstone Project | 3.0 |
| EDUC 502 | Technology for Literacy, Leadership & Learning | 3.0 |
| EDUC 539 | National Board Certification Support | 3.0 |
| EDUC 546 | The Teaching of Numbers, Operations & Algebraic Thinking in Elementary & Middle School | 3.0 |
| EDUC 547 | The Teaching of Geometry & Measurement in Elementary & Middle School | 3.0 |
| EDUC 561 | Teaching Diverse Learners in an Inclusive Setting | 3.0 |
| EDUC 576 | Curriculum & Methods in Inclusive Classrooms: Math and Science | 3.0 |
| EDUC 581 | Research-Based Teaching, Learning & Assessment | 3.0 |
| EDUC 583 | Principles of Curriculum Development & Appraisal | 3.0 |
| CSIT 512 | Elements of Computer Programming | 3.0 |
| MATH 575 | Independent Study | 1.0 - 3.0 |
| MATH 599 | Special Topics | 3.0 |
| MATH 503 | Explorations in Calculus | 3.0 |
| MATH 504 | Explorations in Secondary School Math | 3.0 |
| MATH 520 | Mathematical Modeling for Teachers | 3.0 |
| MATH 570 | History of Mathematics | 3.0 |
For students with a mathematics degree
Four courses in mathematics:
| MATH 500 | Statistics | 3.0 |
| MATH 505 | Discrete Math | 3.0 |
| MATH 507/MATH 407 | Introduction to Graph Theory | 3.0 |
| MATH 509/MATH 409 | Elementary Number Theory | 3.0 |
Four courses in education:
| EDUC 551 | The Teaching of Geometry | 3.0 |
| EDUC 552 | The Teaching of Algebra | 3.0 |
| EDUC 595 | The Teaching of Statistics & Probability: Decision Making with Mathematics | 3.0 |
| EDUC 596 | The Teaching of Mathematical Modeling: Strategies for Contemporary Problems | 3.0 |
Two electives chosen from:
| EDMA 530 | Mathematics Education Leadership I | 3.0 |
| EDMA 531 | Mathematics Education Leadership II: Practicum | 3.0 |
| EDMA 579 | Capstone Project | 3.0 |
| EDUC 502 | Technology for Literacy, Leadership & Learning | 3.0 |
| EDUC 539 | National Board Certification Support | 3.0 |
| EDUC 561 | Teaching Diverse Learners in an Inclusive Setting | 3.0 |
| EDUC 576 | Curriculum & Methods in Inclusive Classrooms: Math and Science | 3.0 |
| EDUC 581 | Research-Based Teaching,Learning & Assessment | 3.0 |
| EDUC 583 | Principles of Curriculum Development & Appraisal | 3.0 |
| CSIT 512 | Elements of Computer Programming | 3.0 |
| MATH 575 | Independent Study | 1.0 - 3.0 |
| MATH 599 | Special Topics | 3.0 |
| MATH 503 | Explorations in Calculus | 3.0 |
| MATH 504 | Explorations in Secondary Education School Math | 3.0 |
| MATH 520 | Mathematical Modeling for Teachers | 3.0 |
| MATH 570 | History of Mathematics | 3.0 |
Graduate Alumna Karine Ptak Published in Mathematics Teacher
Karine Ptak, Chair of the Mathematics Department at Frederick High School and Hood College M.S. in Mathematics Education graduate '16, recently published an article in Mathematics Teacher, a journal of the National Council of Teachers of Mathematics.
18-24 Months
Average Completion Time
30 Total Credits
Program Contact
Program Director
Phone
301-696-3838
Email
Assistant Director of Graduate Admission
Phone
Office: 301-696-3601 Cell/WhatsApp: 240-651-4015
Email
Christy Graybeal
- Professor of Education and Mathematics
- Program Director, Mathematics Education and Math Instructional Leadership
Sara Malec
- Associate Professor of Mathematics
James Parson
- Department Chair of Mathematics
- Associate Professor of Mathematics
Graduate Alumni Focus | Marguerite Heebner, M.S.'25
"Hood was the right fit for me for several reasons, one of which was the fact that it was the only college that offered a math instructional leadership degree. I loved the small class sizes, and the faculty are incredibly knowledgeable and helpful. I enjoyed attending several extracurricular events as well."
In the NeighborHOOD: Meet Christy Graybeal
Meet Christy Graybeal, associate professor of education and mathematics and chair of the education department.