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Mathematics Resources 

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Program Prerequisites

Program Options/Programs of Study

Resources, Forms, and Information for Current Students

Jeff ChoppinProgram Director: Jeffrey Choppin

Program Advisor for NYS Teacher Preparation: Terry Mirt

Teaching and Curriculum Faculty Directory

Stories of Impact
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A $750K Boost for Math, Science Teacher Preparation

Danielle Spartano, a math teacher at the Young Adult Evening High School, has always had a strong passion to teach. Sean Coffey, a biology teacher at John Marshall High School, was a college senior majoring in biology when he decided to pursue his earlier childhood dream of teaching. Today, Spartano and Coffey, both past Noyce scholars and graduates of the University of Rochester's Warner School of Education, continue to transfer their enthusiasm and knowledge for math and science with students and help meet the need for strong math and science teachers in Rochester city schools.

Read Other Stories Related to Mathematics Education


Teacher Education Programs in Mathematics

The Warner School’s teacher education programs in mathematics prepare individuals interested in teaching mathematics for students at various age levels and in a variety of contexts, including NYS public schools, charter schools and independent schools in the U.S., schools outside the U.S., as well as informal settings such as after-school or summer programs. The program aims to prepare teachers of the highest quality and support them in deepening their understanding of mathematics while learning about innovative and effective methods to teach mathematics to their students.

As our world becomes more complex, math is everywhere and it is for everyone. All students need a solid grounding in mathematics—as a foundation for lifelong problem solving and because mathematics is essential to so many jobs that drive our economy. And, our world faces increasingly complex environmental changes that require solid math and science to solve and understand.

Our graduates become teachers who help to make math literacy possible for all students. They help young people discover that math is more than just memorizing formulas and algorithms. Their students learn how to make connections between math, their world, and learning. And, they learn how to apply mathematical concepts and skills to solve real problems.

The mathematics teacher preparation program builds from long-term empirical and theoretical developments in mathematics education and the learning sciences. Core learning principles that guide the design of the program include the need for learners to make sense of mathematics and to interact with others while engaging with rich mathematical tasks. Core teaching principles include the need to inquire into and reflect on student thinking so that students’ informal and intuitive strategies can be transformed into more formal and conventional mathematical concepts. Furthermore, the mathematics education courses highlight the social and cultural dimensions of mathematics education, with a consistent and integrated focus on equity and diversity not just as principles for social justice but as key elements of effective learning communities.  

Throughout the program, graduate students engage in collaborative problem-solving activities around a range of mathematical topics using appropriate technology. These intensive experiences are intended to challenge conventional conceptions of mathematics and how people learn math. Ultimately, the goal is to begin the long-term process of building durable perspectives and skills that will help teachers to design engaging, equitable, and rigorous math learning experiences for K-12 students.

On a more practical level, there are multiple opportunities in the program to analyze curricula that are designed to be coherent and comprehensive, which stands in contrast to conventional curricula that suffer from the ‘mile-wide, inch-deep’ phenomenon. These ‘reform’ curricula emphasize a developmental approach to learning mathematics concepts by sequencing activities in a way that builds from students’ intuitive understandings to more conventional and formal representations. The curricula consistently emphasize the connections between mathematical representations, between procedures and concepts, and between instructional units so that key mathematical ideas are developed over the course of weeks, months, and even years. Furthermore, the curricula situate problems in context so that students use everyday situations to develop mathematical forms of thinking. There are several opportunities throughout the program to observe teachers using these curricula.

Depending on the context you would like to teach in, and the credentials you may have already obtained, you may choose among the program options listed below to best meet your career goals and situation.

Non-certification program for mathematics teachers:

This program has been designed for individuals who are not interested in obtaining or eligible to obtain New York State (NYS) teaching certification – as they are planning to teach secondary students in international, private or charter schools, college remedial programs or support services, or other informal learning settings, such as camps, clubs, or after-school programs.  As such, this option does not include field experiences or student teaching, and has more flexibility in terms of curriculum and electives.
  • MS – Mathematics Education (without NYS certification) (GM1)

Programs leading to NYS certification in mathematics:
To teach mathematics in secondary schools in New York State, you need to obtain initial teaching certification in adolescence education (grades 7-12) as a specialist in mathematics. Professional Certification and a master’s degree are also eventually required. Our Warner mathematics teacher preparation program will provide you with all the coursework needed to apply for both NYS certifications as part of a master’s degree. Provided you have the necessary content background, our program also allows you to pursue more than one certification at the same time and with minimal additional credits.

A key highlight of our mathematics teacher preparation programs leading to NYS certification is how our faculty integrate urban education into the whole curriculum. We make it a part of every course so that students are equipped and prepared to work in all schools—particularly in some of our most underserved school districts where there is a shortage of high-quality and innovative teachers.

Select the option that best matches your situation:

Programs preparing individuals seeking NYS certification in secondary mathematics as their first certification: (plus possible enhancements for inclusion, urban settings, and teaching grades 5-6):

Programs for current teachers seeking additional certification in mathematics:
Programs for holders of initial certification in mathematics seeking professional certification:

Prerequisites for students seeking NYS certification
Any program leading to NYS certification requires the GRE exam or the Miller Analogies exam and a 3.0 GPA, effective fall 2016. Prerequisites for entry-level teachers teaching mathematics include a bachelor’s degree with a major in liberal arts or science, one course in a language other than English (or equivalent), and 30 credits of coursework (at either the undergraduate or graduate level) in mathematics, including two calculus courses.  If you have questions as to whether you have the prerequisites to enter the program, please contact the Admissions Office. Please check the detailed program of study for the program you are considering for specific prerequisites and other requirements for certification.
We expect students entering our teacher preparation programs to have already fulfilled these prerequisites. If this is not the case, you may still be allowed to enter our programs at the discretion of your advisor; you will, however, have to take the needed coursework before the end of the program in order to be recommended for certification to the New York State Education Department. Some subject matter courses taken at the graduate level can be used as electives in a master's program, provided that they are taken at the graduate level and have been approved by your advisor as part of your program of study.

New Graduate Entrance Exam Requirement for Teacher Applicants
New York State has approved and enacted a law that requires all colleges and universities with graduate-level teacher and educational leadership programs to require candidates to submit scores from the Graduate Record Examination (GRE), Miller's Analogy Test (MAT) or a substantially equivalent admission assessment, effective July 1, 2016. See the full announcement to understand what is now required and how that impacts students starting in Summer and Fall 2016 and beyond.

New York State Certification Exams
The New York State Department of Education (NYSED) requires initial teaching certification candidates to pass the following examinations before they will be eligible for certification:
  • edTPA
  • Educating All Students Test (EAS)
  • Revised Content Specialty Test (CST)
Information regarding the examinations is available at http://www.nystce.nesinc.com/index.asp
The Warner School strongly recommends that you pass the appropriate Content Specialty Test (CST) in the discipline in which you are pursuing a base certification before you begin student teaching. Not doing so may place your student teaching placement in jeopardy.