Master of Arts in Teaching (M.A.T.) Mathematics

Graduate & Professional

This coed, hybrid program is designed for K-8 educators who wish to deepen their mathematical content and pedagogical knowledge, build leadership skills and earn a master's degree. Course assignments have immediate application in school settings and support the work of teachers, coaches, and instructional specialists.

Program Overview

hybrid | 32 credits | part-time 2 years

Open doors with this degree

The knowledge and skills participants gain from the Master of Arts in Teaching Mathematics program open many doors and professional opportunities in the math education field. Though the degree doesn't lead to licensure, graduates pursue a wide range of options available to teacher leaders looking to impact the math profession.

Graduates of our program:

  • transform their classroom practice and improve student learning
  • win teaching awards at the local, state and national levels
  • publish articles in professional journals and magazines
  • give keynote addresses at regional and national math conferences
  • start their own businesses to support the professional learning of teachers
  • become thought leaders and shape the future of mathematics education.

Thought leaders shaping the future

Presidential Awards for Excellence in Mathematics and Science Teaching

Presidential Awards for Excellence in Mathematics and Science Teaching

Lachanda Garrison, MATM ’19 and Lori Price, MATM ’22 were both awarded the Presidential Awards for Excellence in Mathematics and Science Teaching.

Kaneka Turner MAT ’15 cofounded Black Women Rock Math to connect with, network with and celebrate Black women teaching math.

July 2020, Kaneka Turner MAT’15 launched Black Women Rock Math, an initiative aimed at highlighting Black women in the mathematics field and showing young girls what a career in math could look like. They use the hashtag #BlackWomenRockMath to find and connect with Black women teaching math in order to create a network and celebrate them.

Beth Brady

Beth Brady MAT’18 wins US Math Recovery 2020 Educator Award

Beth Brady MAT’18 was the recipient of the US Math Recovery 2020 Educator Award. The US Math Recovery Educator Award honors educators who have demonstrated highly effective engagement with students and educators in the mathematics teaching and learning process, have dedicated service to their school, community and/or the US Math Recovery Council, and have a significant commitment to their own professional growth.

Professional and Graduate classroom video poster

What we offer

The MAT, Mathematics consists of 18 credits in mathematics content and 14 credits of educational leadership courses. The core curriculum is based on Developing Mathematical Ideas (DMI) and Connecting Arithmetic to Algebra (CAA).

Developing Mathematical Ideas (DMI) is designed to help teachers think through the major ideas of K-8 mathematics and examine how children develop those ideas. At the heart of the materials are sets of classroom episodes (cases) illustrating student thinking as described by their teachers. In addition to case discussions, the curriculum offers teachers opportunities to explore mathematics in lessons led by facilitators, to share and discuss the work of their own students, to view and discuss video clips of mathematics classrooms, to examine the Common Core Standards for Mathematical Practice, to analyze lessons taken from innovative elementary mathematics curricula, and to read overviews of related research.

Courses are designed to bring together teachers from kindergarten through middle grades to:

  • Learn mathematics content and how core mathematical ideas develop across the grades.
  • Recognize the key mathematical ideas their students may grapple with at each level.
  • Support the power and complexity of student thinking.
  • Stimulate an interest in ongoing professional development in how children learn about mathematics.

Download the program timeline

Professional and Graduate student in a classroom, explaining something and gesturing while others take notes

How we are different

Our dynamic hybrid learning model combines online and on-campus participants for live interactive learning. This model completely replicates the in-class experience for the online learners. Students say it feels as if they are sitting right in the classroom when they participate online.

Mathematics Leadership Programs Virtual Learning Environments at Mount Holyoke …
MATM students engaged in a discussion in the classroom

Funding your education

Funding your education is a concern for many students, and yet there are a range of resources available to help make it affordable. In addition to our scholarships and fellowships, Mount Holyoke's Office of Student Financial Services works closely with students to talk about what can meet your needs.

Funding resources for Graduate students

Happening at Mount Holyoke

News from Master of Arts in Teaching Mathematics

Mount Holyoke College’s Master of Arts in Teaching program has received a $125,000 state grant to develop a new program to support teachers on emergency licenses in the Holyoke Public Schools district as they pursue initial licensure and their master’s degrees.

LGBTQ and nonbinary individuals are effectively rendered invisible by curricula, says a local alum of Mount Holyoke College’s graduate teacher licensure program.

Mount Holyoke’s Professional and Graduate Education division awarded $250,000 to help local teachers and students with post-pandemic transitions.

Mount Holyoke Experiences

What our alums are saying

Jay Bright, M.A.T., Mathematics ’19

“A lot of the Mount Holyoke philosophy is very forward-thinking and progressive and on the cutting edge of what’s current in education.”

Jay Bright MAT’19

Learning Goals

Graduates of the Master of Arts in Teaching Mathematics will:

  • Have a deep conceptual understanding of the mathematical content in each of the following mathematical domains appropriate to K-8 grade levels, including:
    • Counting and cardinality
    • Number and operations in base 10
    • Operations and algebraic thinking
    • Measurement and data
    • Geometry
    • Ratios and proportional relationships
    • The number system
    • Expressions and equations
    • Functions
  • Understand how students make sense of the mathematical ideas in each domain and how these concepts and skills build from kindergarten through eighth grade.
  • Appreciate the power and complexity of students’ mathematical thinking.
  • Know what questions to ask of students that will deepen their mathematical understanding.
  • Use and/or adapt curriculum to meet the needs of their students.
  • Connect their experiences in the courses to current research from the field.
  • Develop rich images of teacher leadership at all levels from sharing their classroom work to coaching and mentoring colleagues to leading professional learning opportunities to advocating for the profession.
  • Participate fully in the mathematics education community at the local, state, and national levels.

Course Offerings

Mathematics

X.MATH-400 Developing Mathematical Ideas: Building a System of Tens

Fall. Credits: 2

Participants will explore the base-ten structure of the number system, consider how that structure is exploited in multi-digit computational procedures, and examine how basic concepts of whole numbers reappear when working with decimals. They will study the various ways children naturally tend to think about separating and combining numbers and what children must understand in order to work with numbers in these ways.

Applies to requirement(s): Meets No Distribution Requirement
S. Bent, A. Chang, K. Mello
Restrictions: This course is offered for graduate students only.

X.MATH-401 Developing Mathematical Ideas: Making Meaning for Operations

Fall. Credits: 2

This course provides opportunities for participants to examine the actions and situations modeled by the four basic operations. The course will begin with a view of young children's counting strategies as they encounter word problems, moves to an examination of the four basic operations on whole numbers, and revisits the operations in the context of rational numbers.

Applies to requirement(s): Meets No Distribution Requirement
S. Bent, L. Giordano, K. Mello, D. Peart
Restrictions: This course is offered for graduate students only.

X.MATH-402 Developing Mathematical Ideas: Examining Features of Shape

Credits: 2

Participants examine aspects of two-dimensional and three-dimensional shapes, develop geometric vocabulary, and explore both definitions and properties of geometric objects. The seminar includes a study of angle, similarity, congruence, and the relationships between three-dimensional objects and their two-dimensional representations. Participants examine how students develop these concepts through analyzing print and video cases as well as reading and discussing research articles.

Applies to requirement(s): Meets No Distribution Requirement
S. Charbonnet, J. Hanson

X.MATH-404 Developing Mathematical Ideas: Modeling With Data

Not Scheduled for This Year. Credits: 2

Participants will work with the collection, representation, description, and interpretation of data. They will learn what various graphs and statistical measures show about features of the data, study how to summarize data when comparing groups, and consider whether the data provides insight into the questions that led to data collection.

Applies to requirement(s): Meets No Distribution Requirement
S. Hedgepeth

X.MATH-405 Developing Mathematical Ideas: Measuring Space in One, Two, and Three Dimensions

Credits: 2

Participants will examine different aspects of size, develop facility in composing and decomposing shapes, and apply these skills to make sense of formulas for area and volume. They will also explore conceptual issues of length, area, and volume, as well as their complex interrelationships.

Applies to requirement(s): Meets No Distribution Requirement
Z. Champagne, K. John

X.MATH-406 Developing Mathematical Ideas: Patterns, Functions, and Change

Spring. Credits: 2

Participants discover how the study of repeating patterns and number sequences can lead to ideas of functions, learn how to read tables and graphs to interpret phenomena of change, and use algebraic notation to write function rules. With a particular emphasis on linear functions, participants also explore quadratic and exponential functions and examine how various features of a function are seen in graphs, tables, or rules. Participants examine how students develop these concepts through analyzing print and video cases as well as reading and discussing research articles.

Applies to requirement(s): Meets No Distribution Requirement
B. Brady, J. Szymaszek
Advisory: Intended for practicing teachers.

X.MATH-407 Developing Mathematical Ideas: Reasoning Algebraically About Operations

Credits: 2

Participants examine generalizations at the heart of the study of operations in the elementary grades. They express these generalizations in common language and in algebraic notation, develop arguments based on representations of the operations, study what it means to prove a generalization, and extend their generalizations and arguments when the domain under consideration expands from whole numbers to integers.

Applies to requirement(s): Meets No Distribution Requirement
V. Bastable; A. Sussman

X.MATH-424 Developing Mathematical Reasoning

Spring. Credits: 4

Developing Mathematical Reasoning (DMR) builds on and extends the work of Connecting Arithmetic to Algebra. Participants will work with a five-phase model for instruction in mathematical argument: Noticing, Articulating, Representing Specific Instances, Creating Mathematical Argument, and Comparing and Contrasting Operations. They will examine and implement a set of lessons designed to engage their own students with generalizations about the operations using these phases of instruction. DMR investigates how this approach to mathematics thinking supports a range of mathematics learners including those who have difficulty with grade-level mathematics and those who need additional challenge.

Applies to requirement(s): Meets No Distribution Requirement
V. Bastable, J.Szymaszek
Advisory: X.MATH-460 Connecting Arithmetic to Algebra.

X.MATH-460 Connecting Arithmetic to Algebra

Fall. Credits: 4

Connecting Arithmetic to Algebra (CAA) is a year-long professional development experience in which teachers consider generalizations that arise from the study of number and operations in grades 1 through 7. They examine cases of students who are engaged in the process of articulating general claims, working to understand those claims, and learning how to prove them. The course also focuses on how this approach to mathematical thinking supports a range of mathematics learners, including those who have difficulty with grade- level mathematics and those who need additional challenge.

Applies to requirement(s): Meets No Distribution Requirement
V. Bastable, K. Schweitzer
Restrictions: This course is offered for graduate students only.

X.MATH-470 The Process of Teaching and Learning: Math Curriculum Development and Instruction

Not Scheduled for This Year. Credits: 2

Students will learn about developmental math curriculum development and instruction in PreK-6 classrooms. They will construct more extensive understandings of math instruction by developing lessons that implement the Massachusetts Frameworks incorporating the Common Core State Standards for Mathematics. Emphasis will be on learning diverse management and instructional practices, such as the use of manipulatives, math talks, problem solving, cooperative learning, and project-based learning. Students will also become more adept at developing effective approaches to using assessment to guide instruction.

Applies to requirement(s): Meets No Distribution Requirement
C. Swift
Restrictions: This course is offered for graduate students only.

Mathematics Education

X.MTHED-408 Professional Development for Coaching Mathematics

Credits: 2

This course is designed for elementary math specialists with responsibilities for supporting teachers in the development of strong mathematics education programs. Participants explore issues related to: learning mathematics while in the context of teaching; facilitating the professional development of colleagues; teachers' and students' ideas about mathematics and learning; and fostering a stance of collaborative investigation. By way of a central theme of mathematics learning, the institute will offer coaches opportunities to explore, through the coaching perspective, ideas of number and geometry in the elementary grades.

Applies to requirement(s): Meets No Distribution Requirement
P. Wagner

X.MTHED-409 Educational Leadership I: Exploring the Roles of Math Teacher Leadership

Credits: 2

This course will explore the roles of teacher leadership in math education at the local, state, and national level. Topics will include coaching, mentoring, writing (blogs, journals, op-eds, articles), professional learning communities (virtual and face- to-face), and advocacy. Participants will consider current issues and challenges facing students and teachers with regard to math education and will work to develop action plans to address these issues in the coming school year.

Applies to requirement(s): Meets No Distribution Requirement
M. Garcia, M. Stanley

X.MTHED-410 Developing Mathematical Ideas: Facilitator Training

Not Scheduled for This Year. Credits: 2

This institute focuses on learning to teach one of the Developmental Mathematical Ideas (DMI) modules. Participants will choose a particular DMI module on which to concentrate their facilitation work. The institute will include examination of the central mathematical ideas of the module, identifying key goals for each session, discussion of the process of interacting with participants both in the institute sessions and through written responses, as well as opportunities for practice facilitation.

Applies to requirement(s): Meets No Distribution Requirement
V. Bastable, M. Flynn
Advisory: Prior experience with a DMI seminar recommended.

X.MTHED-411 Educational Leadership II: Facilitating Adult Learning

Credits: 2

This course provides opportunities for participants to develop skills and knowledge to enable them to design and implement professional learning opportunities in mathematics for adults. Activities focus on four aspects: the importance of identifying key ideas and goals for professional learning, strategically using both small and whole group formats, an analysis of the range of professional learning opportunities for teachers, and opportunities to practice facilitating professional learning with an audience of teachers.

Applies to requirement(s): Meets No Distribution Requirement
M. Flynn, K. Turner

X.MTHED-432 Arts Integrated Math for Elementary Education

Not Scheduled for This Year. Credits: 2

This course focuses on math teaching in K-5 classrooms and using Arts Integration pedagogies to help students make sense of math, develop number sense and conceptual knowledge, and communicate ideas and knowledge to others. Participants explore new ways to help students apply their knowledge and solve problems (independently and in collaboration) through creative arts, theater, and movement. Course methods include: hands-on experiential learning, case studies, and project-based math curriculum development. The course is aligned with standard math procedures and the Common Core State Standards in K-5 Math and covers how to use measurable outcomes and objectives in classroom assessment and evaluation.

Applies to requirement(s): Meets No Distribution Requirement
The department
Restrictions: This course is offered for graduate students only.

X.MTHED-465 From Theory to Practice: The Learning and Teaching of Mathematics

Fall. Credits: 4

This course focuses on the teaching and learning of mathematics and considers how we move from theory to practice. The course focuses on the pedagogical moves of the teacher and the impact on students' mathematical experiences. Participants in the course will produce written cases of practice based on audio or videotaped classroom discussions and interviews with their own students. They will analyze their own cases and those of their colleagues to examine the learning of students and the impact of teacher moves. Course instructors will provide individual feedback based on the classroom cases.

Applies to requirement(s): Meets No Distribution Requirement
T. Kepler
Restrictions: This course is offered for graduate students only.
Notes: Online.

X.MTHED-466 Advocacy Through Math Teacher Leadership

Spring. Credits: 4

The course involves exploring teacher leadership roles in mathematics education and how to advocate for change in the field. Students will create an action plan related to a change initiative in math education, develop a capstone project, and share findings and reflections so the group can provide critical feedback and support. The scalable nature of this work allows each student to define a leadership role and project to fit their interests and professional goals.

Applies to requirement(s): Meets No Distribution Requirement
M. Garcia, H. Patel
Restrictions: This course is offered for graduate students only.
Advisory: X.MTHED-465

Curriculum and Requirements

This 32-credit program is built around the latest research and best practices in math education. The core component of the work is the Developing Mathematical Ideas curriculum. The two-and-a-half-year program involves three intensive summer sessions (three weeks each, except the final summer of two weeks) and two academic years of online work.

Each summer will consist of three weeks of courses, some focused on mathematics, others on educational leadership. The final summer will consist of one week of mathematics and one week of educational leadership. Students may attend in person on our beautiful campus at Mount Holyoke College or online through our virtual learning environment during the summer sessions.

Each academic year will include four credits of work each semester, all conducted online. The academic year online courses blend asynchronous assignments in mathematics or educational leadership with live virtual learning sessions.

Sample Plan of Study

Summer
X.MATH-400Developing Mathematical Ideas: Building a System of Tens2
X.MATH-401Developing Mathematical Ideas: Making Meaning for Operations2
X.MATH-407Developing Mathematical Ideas: Reasoning Algebraically About Operations2
Fall
X.MATH-460Connecting Arithmetic to Algebra4
Spring
X.MATH-424Developing Mathematical Reasoning4
Summer
X.MATH-406Developing Mathematical Ideas: Patterns, Functions, and Change2
X.MTHED-409Educational Leadership I: Exploring the Roles of Math Teacher Leadership2
X.MATH-402Developing Mathematical Ideas: Examining Features of Shape2
Fall
X.MTHED-465From Theory to Practice: The Learning and Teaching of Mathematics4
Spring
X.MTHED-466Advocacy Through Math Teacher Leadership4
Summer
X.MATH-405Developing Mathematical Ideas: Measuring Space in One, Two, and Three Dimensions2
X.MTHED-411Educational Leadership II: Facilitating Adult Learning2
Total Credits32

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  • Admissions and Communications Coordinator

Next Steps

Apply to Mount Holyoke

Mount Holyoke seeks intellectually curious applicants who understand the value of education and are driven by a love of learning. As a college that is gender diverse, the graduate programs are coed and we welcome applications from female, male, trans and non-binary students.

Funding your graduate education

Everyone’s financial situation is unique, and we offer scholarships, fellowships and partnership programs to help make an exceptional education accessible for everyone.