## Programs by Campus

### East

#### Mathematics

###### School of Natural Science and Mathematics

(Please note that when conferring University Graduate School degrees, minors, certificates, and sub-plans, the University Graduate School’s staff use those requirements contained only in the University Graduate School Bulletin.)

###### Degrees Offered

Master of Arts for Teachers

###### Master of Arts for Teachers (online collaborative)

The online collaborative M.A.T. in Mathematics is offered by multiple IU campuses in partnership with IU Online. See the Online Collaborative Mathematics program section for information and requirements.

###### Master of Arts for Teachers

**Track 1 - Leads to Teacher Certification**

If you have a Bachelor’s degree in Mathematics, and would like to earn a teaching license, Track 1 of our M.A.T. offers a combination of 18 credit hours of Mathematics, followed by a year-long, intense teacher preparation program. This part of the program coincides with the Transition to Teaching program (Elementary or Secondary) at IU East. The first part of the program (18 credits in Mathematics) may be completed online, but the Transition to Teaching program must be completed on-site. This part of the program includes intensive internships.**Track 2 - Professional Development for Teachers**

If you already have a teaching license, you may use the M.A.T. for the purpose of professional development. This track consists of an 18 credit hour core in Mathematics, and 18 credit hours of electives, at least half of which should be in Mathematics. The other half may be in Education.

**Requirements**

*Common Core*

The curriculum for the program consists of a common core (18 credit hours of graduate course work in Mathematics). These courses must come from five areas in mathematics:

- Analysis (e.g., MATH-M 511, MATH-M 512, MATH-M 513, MATH-M 514)
- Algebra (e.g., MATH-M 501)
- Topology/Geometry (e.g., MATH-M 521, MATH-M 522)
- Applications (e.g., MATH-M 571)
- Probability/Statistics (e.g., MATH-M 563)

It should be noted that MATH-M 215 (Calculus I), MATH-M 216 (Calculus II), MATH-M 311 (Calculus III), MATH-M 393 (Bridge to Abstract Mathematics), MATH-M 303 (Linear Algebra), MATH-M 403 (Modern Algebra), and MATH-M 413 (Intro to Real Analysis) are prerequisites for most of these classes. Unless the student has taken MATH-M 393 recently or is familiar with standard proof techniques, he or she will be required to take this class prior to enrolling in any of the graduate-level classes. Some of the mathematics courses are also offered in an online format, which would be open to students of the proposed program.*Track 1: Licensure (18 credits)*

Students who do not have a current teaching license are required to participate in the existing Transition to Teaching program of the Indiana University East School of Education. This program meets as a year-long cohort program, beginning in May of each year and includes an internship during Fall and Spring semesters at secondary schools. This program is separately accredited and is included here only for information purposes.

- EDUC-E 555 Human Diversity in Education
- EDUC-J 538 Practicum/Internship
- EDUC-P 510 Educational Psychology
- EDUC-K 500 Topical Exploration in Special Educ.
- EDUC-J 500 Instruction in the Context of Curriculum
- EDUC-S 503 Secondary Content Methods
- EDUC-J 538 Internship/Student Teaching (20 hours per week)
- Track 2: Professional Development and Mathematics Focus (18 credits)

*Track 2: Professional Development and Mathematics Focus (18 credits)*

Students who already have a teaching license may choose the remaining courses in consultation with the Director of Graduate Programs in Mathematics. All elective courses must be at the graduate level, and students are expected to complete at least 50% of the available elective hours in Mathematics and the remaining courses in Education.

Students will take a capstone seminar MATH-T 590 (Seminar for Mathematics Teachers) in their last year of the program. As part of the seminar, students will describe how they implemented a curricular change as a result of their coursework in mathematics and education.