Good teachers never stop learning. They adapt and even rethink their teaching practices to meet student needs. The master’s degree in math education and a certificate option are designed to prepare teachers with advanced pedagogic strategies to ensure their students make the grade.
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.
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. Those who do not want or need a full master's degree may choose to earn a certificate in secondary mathematics education (please note this is not a teacher certification program). Yet another option is to transfer the five certificate courses into a master's program later. All program courses are offered online.
The National Council of Teachers of Mathematics (NCTM) has several grants available to fund graduate coursework and classroom initiatives.
"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
Please note the Math Education master's program is not open to F1 students.
For students applying to the M.S. in mathematics education program, please submit the following to the Graduate School:
For students applying to the secondary mathematics education certificate program, please submit the following to the Graduate School:
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |
For students who do not want or need a full master's degree (please note this is not a teacher certification program). See certificate course list here.
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.
Program Director
Assistant Director of Graduate Admission
“I am very enthusiastic and passionate about math. I feel like I get the best of both worlds by helping teachers and instructing students. By working with teachers, I am hopefully impacting their students as well.”