MS
Mathematics Education
Application Deadline
Contact Information
Admission Requirements
Required Test
GRE
Additional Requirements
GRE
Additional Requirements
- Credit equivalent to a BS in Mathematics Education at BYU
- State teacher certification
- Resume
- Statement of Intent
Program Requirements
Our program offers both thesis and project options.
Requirements for Degree—Thesis Program.
Requirements for Degree—Project Program.
Requirements for Degree—Thesis Program.
- Credit hours (30): minimum of 24 credit hours of approved course work plus 6 thesis hours (MthEd 699R).
- Required courses: MthEd 590, 591; and 3 credit hours of 611R; 9 additional credit hours of approved 500- or 600-level mathematics education coursework.
- Electives: 6 credit hours of approved graduate level coursework (no more than 3 credits of readings course 695R).
- Comprehensive examination: pass a written comprehensive examination. Full-time students take the exam in May following their first year; part-time students take the exam in May following their second year.
- Thesis: write a thesis based on an approved research project. Note: A formal thesis proposal and defense is required.
- Oral defense of thesis.
- Minor (optional): any approved minor.
Requirements for Degree—Project Program.
- Credit hours (30): minimum of 27 credit hours of approved coursework plus 3 project hours (Math 698R).
- Required courses: MthEd 590, 591; and 3 credit hours of 611R; 12 additional credit hours of approved 500- or 600-level mathematics education courses.
- Electives: 6 credit hours of approved graduate level coursework (no more than 3 credits of readings course 695R).
- Comprehensive examination: pass a written comprehensive examination. Full-time students take the exam in May following their first year; part-time students take the exam in May following their second year.
- Project paper: write a paper based on an approved project. Note: A formal project proposal and defense is required.
- Oral defense of project paper.
- Minor (optional): any approved minor.
Program Outcomes
Scholarship
Graduates can explain, evaluate, and apply important issues, trends, theories, paradigms of research, and research findings in the field of mathematics education, as well as their implications for the teaching and learning of mathematics in the public schools, mathematics teacher development, and participation in mathematics education scholarship..
Research
Graduates demonstrate understanding of research methods in mathematics education by showing they can a) locate an interesting and important problem; b) conduct a literature review to situate the problem; c) develop a conceptual framework; d) establish focused research questions; e) choose and implement appropriate methods for collecting and analyzing data; f) address issues of research quality such as validity, reliability, and significance; and g) effectively communicate their work both orally and in writing.
Mathematics
Graduates understand central concepts, tools of inquiry, and structures of the discipline of mathematics as well as core representations, canonical examples, and alternative algorithms germane to teaching school mathematics.
Teaching
Graduates are able to analyze topics from school mathematics in the context of the literature on students' mathematical thinking, meaningfully apply research on teaching and learning mathematics in their teaching, and use scholarly inquiry as a lens to reflect on that teaching.
Professionalism
Graduates have developed a level of professionalism that enables and compels them to continually seek opportunities to improve their own practice, keep abreast of advances and developments in the field both locally and nationally, and provide leadership in professional, school, and community organizations.
Spiritual Stewardship
Graduates strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and principles of mathematics teaching and learning, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence.
Graduates can explain, evaluate, and apply important issues, trends, theories, paradigms of research, and research findings in the field of mathematics education, as well as their implications for the teaching and learning of mathematics in the public schools, mathematics teacher development, and participation in mathematics education scholarship..
Research
Graduates demonstrate understanding of research methods in mathematics education by showing they can a) locate an interesting and important problem; b) conduct a literature review to situate the problem; c) develop a conceptual framework; d) establish focused research questions; e) choose and implement appropriate methods for collecting and analyzing data; f) address issues of research quality such as validity, reliability, and significance; and g) effectively communicate their work both orally and in writing.
Mathematics
Graduates understand central concepts, tools of inquiry, and structures of the discipline of mathematics as well as core representations, canonical examples, and alternative algorithms germane to teaching school mathematics.
Teaching
Graduates are able to analyze topics from school mathematics in the context of the literature on students' mathematical thinking, meaningfully apply research on teaching and learning mathematics in their teaching, and use scholarly inquiry as a lens to reflect on that teaching.
Professionalism
Graduates have developed a level of professionalism that enables and compels them to continually seek opportunities to improve their own practice, keep abreast of advances and developments in the field both locally and nationally, and provide leadership in professional, school, and community organizations.
Spiritual Stewardship
Graduates strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and principles of mathematics teaching and learning, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence.
Program Stats
Characteristics of Students from Past Academic Year
Total Students
16.0
International
1.0
Male
2.0
Female
14.0
LDS
16.0
BYU Undergraduate
16.0
Five Year Average of Graduated Students
Average Years to Degree
1.89
Graduated Per Year
18.2
GMAT Quantitative Percentile
67.5
Five Year Average of Admitted Students
Applied Per Year
4.2
Admitted Per Year
3.8
Percent Admitted
90.48
Average GPA
3.69
Courses and Faculty