Explore our MS in Education Mathematics (Grades 5–8; Non-Licensure) specialization
Middle school is a critical time in children’s math development and learning. You can help children build on their math skills to ensure school success with a specialization in Mathematics (Grades 5–8; Non-Licensure).
In this specialization, you can expand your own mathematical expertise to develop more effective mathematics teaching practices. Help prepare your students for mathematics success in high school with courses that explore the Common Core State Standards. Examine key topics taught in middle school mathematics programs, including number systems and operations; geometric thinking and measurement; functions and equations; and data, probability, and statistical reasoning.
Courses in this specialization are aligned with the National Council of Teachers of Mathematics’ (NCTM’s) Principles and Standards for School Mathematics.
Emphasis on Practical Strategies
- Improve strategies for problem-solving.
- Leverage technology in mathematical instruction.
- Sharpen your teaching skills in mathematics.
- Ensure equity in a standards-based mathematics classroom.
- 30 semester credits
- Core courses (15 sem. cr.)
- Specialization courses (15 sem. cr.)
This sequence represents the minimum time to completion. Time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.
Teacher as Professional
Effective teachers are leaders who make a positive difference in classrooms, schools, and society. Education professionals explore what it means to be a teacher leader in today's diverse and changing educational landscape, while gaining expertise in current research-based educational advancements. They examine their values, beliefs, vision, and mission, and they explore teacher effectiveness in relation to their role in the larger context of the teaching profession. They collaborate in professional learning communities and advocate for students and other educators in order to promote positive social change. They synthesize their learning throughout the course and use this knowledge to enhance professional growth and development.
|(3 sem. cr.)|
Designing Curriculum, Instruction, and Assessment
In this course, education professionals examine classroom curriculum, instruction, and assessment in the context of standards and accountability. The importance of alignment of these components and resulting impact on student learning are emphasized. Educators explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting will be discussed. Using their state or district standards, educators engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students.
|(3 sem. cr.)|
Learning and Teaching Mathematics
To foster high levels of learning and achievement in math, teachers must first have a deep understanding of mathematical concepts and know how best to teach them. In this course, teachers of K—8 mathematics are introduced to exciting ideas and practices to address their own learning and teaching of mathematics. Authentic and engaging mathematics experiences, including modeling, representing mathematical ideas in multiple ways, and identifying and addressing student misconceptions, are emphasized. Educators engage in effective practices for fostering students' ability to reason, analyze conceptual relationships, and persist in solving challenging problems. Connections across mathematics topics, skills, and levels as well as educational policies that impact the learning and teaching of mathematics are emphasized in this course. The Common Core State Standards for Mathematics, including the Standards for Mathematical Practice, and the National Council for Teachers of Mathematics (NCTM) practices are frameworks for addressing fundamental principles and skills.
|(3 sem. cr.)|
Enhancing Learning for Diverse Populations
In this course, education professionals explore the value of linguistic and cultural diversity and the powerful learning opportunities it affords today's classrooms and schools. They examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities, and they learn approaches for working together to ensure high levels of learning for all students. Through real-world observations, they assess strategies for ensuring equitable access to high-quality learning experiences. Education professionals also explore effective practices, such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and academic vocabulary development.
|(3 sem. cr.)|
Understanding Number Systems and Operations
Understanding rational numbers is the foundation for understanding other critical mathematic concepts and their application to everyday life. In this course, middle-level mathematics teachers explore exciting ideas to help students determine appropriate operations for solving problems and becoming more proficient in working with factors, multiples, fractions, decimals, percents, and negative numbers. Teachers develop problem-based activities to engage students in using common algorithms and other mathematical reasoning and sense-making strategies for adding, subtracting, multiplying, and dividing rational numbers. Strategies for estimation and using the number line to represent and solve problems are also provided in this course.
|(3 sem. cr.)|
Creating an Effective Classroom Learning Environment
Education professionals have the opportunity to learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character, in order to optimize learning for all students. They can learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. Educators are also provided with strategies for building positive relationships and engaging in effective communication and problem solving with parents and families.
|(3 sem. cr.)|
Geometric Thinking and Measurement
Understanding the relationship among geometry and measurement and solving problems using day-to-day real life experiences can motivate and guide students' thinking and reasoning around these concepts. In this course, middle mathematics teachers learn strategies to connect geometric thinking and measurement to other topics and develop their own conceptual understanding of geometry and measurement by learning what it means to estimate and measure attributes of objects and how to develop fundamental measurement concepts and skills. In this course educators are challenged and supported as they engage in opportunities to foster students' mathematical processes, proficiencies, and habits of mind around the concepts of shape, spatial relationships, and measurement, including estimation.
|(3 sem. cr.)|
Algebraic Reasoning, Functions, and Equations
Algebra builds on a strong understanding of arithmetic and its properties in the real number system. Middle mathematics teachers have opportunities to move beyond the traditional teaching of algebra to the idea of algebraic thinking as an important component of all mathematics and everyday life. The use of tools, such as manipulative materials, calculators, and other emerging technological resources, provides educational professionals with concrete examples of how to incorporate the Common Core Standards for Mathematical Practice into their teaching. The goal of this course is to deepen educators' understandings of the role algebra plays in problem-solving and decision making so that they can apply this knowledge to support their students in developing similar knowledge and understandings. Educators explore a range of topics, including reasoning and sense-making; various types of functions; multiple uses of variables; pattern recognition; mathematical modeling; estimation; and the development of linear functions from rates, ratios, and proportional reasoning.
|(3 sem. cr.)|
Data, Probability, and Statistical Reasoning
Understanding data, probability, and statistics is critical to making sense of the vast amounts of information available in today's world. Educators taking this course have authentic contexts for collecting, representing, and interpreting data, and they reinforce essential number concepts in promoting students' ability to think statistically. Middle mathematics teachers focus on using data as a context for developing a variety of mathematical topics and as an important step toward understanding statistical ideas and processes. The goal of this course is to develop educators' understanding and pedagogical practices so that they can promote their students' ability to use data, probability, and statistics to better understand real-world issues and to solve a wide range of relevant and engaging problems in many contexts.
|(3 sem. cr.)|
Action Research for Educators
Education professionals use action research in a variety of ways to positively impact P–12 student learning. They examine, design, and implement action research. They address relevant problems, become involved in collaborative inquiry, use data and research to inform their practice, improve P–12 student academic success, and contribute to positive social change in their classrooms and school environments. Education professionals collect and analyze student data, develop and implement data-informed decisions to guide instructional planning, and engage in reflective practices to ensure continuous improvement and enhance professional growth.
|(3 sem. cr.)|
|VIEW ALL COURSES Less Courses|
Note on Teacher Licensure or Certification
This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.
Tuition and Fees
|Tuition||30 semester credit hours||$595 per semester hour||$17,850|
|Technology Fee||Per semester||$220||$1,100|
*Tuition reflects the minimum time to completion. Time to completion varies by student, depending on individual progress and credits transferred, if applicable. Tuition and time to complete may be reduced if transfer credits are accepted, or if you receive grants, scholarships or other tuition reductions. Walden may accept up to 15 transfer credits. For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.
Tuition and fees are subject to change. Books and materials are not included and may cost between $1,000 and $1,400.
To be considered for this master’s program, you must have a bachelor’s degree from an accredited college or university, teaching experience, and meet the general admission requirements. All applicants must submit a completed online application and transcripts. Depending on program specialization, additional requirements may apply.
More information for international applicants.
Graduates of this program will be prepared to:
- Utilize a variety of manipulative materials, calculators, and other emerging technological resources in the classroom to incorporate the National Council of Teachers of Mathematics (NCTM) Process Standards and the Common Core State Standards (CCSS) for Mathematical Practice into their teaching.
- Apply strategies to help students diagnose misconceptions, solve problems successfully, and develop mathematical habits of mind.
This Specialization is informed by National Council of Teachers of Mathematics (NCTM) Process Standards and the Common Core State Standards (CCSS) for Mathematical Practice.
My Walden education has made me more knowledgeable and confident.
LaQueshia Jeffries MS in Education (MSEd) Graduate
My Walden education made me a more effective educator by providing me with the latest best practices.
Andrew Parker III MS in Education (MSEd) Graduate
My curriculum design and assessment courses provided me the background I needed for my current position as a STEM coordinator.
Kara Ball MS in Education (MSEd) Graduate, 2018 National Teacher of the Year Finalist
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