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Explore our MS in Education Mathematics and Science (Grade K–8) specialization

Help prepare young students in developing the analytical, problem-solving, and critical-thinking skills they need to succeed in college and in their careers.

Designed for elementary and middle school teachers who want to advance their own knowledge of science and mathematics (as part of the STEM core) subjects, this specialization provides strategies and a framework for ensuring that your students gain a strong foundation in mathematics and science as defined by the Common Core State Standards.

This specialization features math courses that are based on standards set by the National Council of Teachers of Mathematics’ (NCTM) Principles and Standards for School Mathematics, and science courses are based on standards from the National Science Teachers Association (NSTA) and the National Science Education Standards.

Program Savings

Receive a 10% tuition reduction for the life of the program if you reside in the U.S. and start this program on May 10, 2021. Contact one of our Enrollment Specialists to learn more.

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Completion Requirements

  • 30semester credit hours

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.


Course Code Title Credits
EDUC 6610

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.)
EDUC 6640

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. (Prerequisite(s): Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)

(3 sem. cr.)
SCIE 6660

The Nature of Science

Education professionals can investigate the nature and history of science and the role science plays in 21st-century life. They can discover unifying themes across all areas of science such as scientific inquiry, systems and energy, models and scale, constancy and change, ecology and the environment, and form and function. Education professionals can explore environmental science and apply the scientific tools of inquiry, discovery, hypothesis, and theory to facilitate their own learning in science and to foster engaging and motivating scientific learning in their students.

(3 sem. cr.)
EDUC 6650

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. (Prerequisite(s): Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)

(3 sem. cr.)
SCIE 6661

Exploring the Physical World

Education professionals can examine various physical phenomena (e.g., light, sound, heat, magnetism, and motion) in this course. They engage in authentic, active learning experiences that advance their knowledge about these phenomena and model creative teaching approaches that can be used to engage their students in powerful learning about the physical sciences. The practical application of theories and concepts will be emphasized.

(3 sem. cr.)
MATH 6561

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.)
MATH 6564

Measurement, Data, and Geometric Thinking

Measurement and geometry are often challenging topics for elementary students, but they represent some of the most visible uses of mathematics in students' day-to-day lives. In this course, educators learn strategies for connecting these topics to other mathematical concepts, including fractions, decimals, and the number system. In geometry, educators move beyond strategies for developing a familiarity with basic shapes and their properties to explore higher-order tasks that involve geometric thinking, measurement concepts, and proportional relationships. Using data as a context to support students' learning of these mathematical ideas, educators have the opportunity to explore real-world problems and collect, represent, and interpret data.

(3 sem. cr.)
SCIE 6664

Looking Into the Future of Science and Education

Education professionals take a future-focused view of science while developing their skills in science education during this course. Trends, issues, challenges, and opportunities related to science and its role in schools, society, and the workplace will be explored. Topics include genetic engineering, biotechnologies, environmental issues such as climate change and global warming, and the call for education in STEM (science, technology, engineering, and mathematics). Education professionals engage in professional discourse to grapple with uncertainties and learn how scientific principles can be used to advocate for authentic social change.

(3 sem. cr.)
MATH 6565

Understanding Rational Numbers and Proportional Reasoning

Understanding fraction concepts is a critical foundation for learning about proportional relationships and developing algebraic concepts. In this course, educators learn how to extend students' knowledge of whole numbers and basic operations—addition, subtraction, multiplication, division—to fractions and decimals. Educators learn instructional practices to help students understand, represent, develop, and engage in rational number operations with meaning, proficiency, and precision. They also investigate ways to foster deep conceptual understandings of ratios, rates, and proportional relationships, thus building in students the critical skill of proportional reasoning. Educators consider how proportional reasoning builds a bridge to the study of other important mathematical topics, including geometry, measurement, and data as well as the use of proportionality as a connecting thread throughout the elementary and middle math curriculum.

(3 sem. cr.)
EDUC 6733

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.)

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

Curriculum Component Requirements Cost amount
Tuition 30 semester credit hours $580 per semester hour $17,400
Technology Fee Per semester $210 $1,050


*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.


Many Walden degree-seeking students—67%—receive some form of financial aid.* Create a customized plan that makes sense for you.

*Source: Walden University’s Office of Financial Aid. Data reports as of 2018.

Find Ways to Save

Program Savings

Receive a 10% tuition reduction for the life of the program if you reside in the U.S. and start this program on May 10, 2021. Contact one of our Enrollment Specialists to learn more.

Get Started Now

Admission Requirements

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.

Learning Outcomes

Graduates of this program will be prepared to:

  • Utilize a variety of manipulative materials and 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.
  • Demonstrate an understanding of connections among mathematical concepts and ideas and help students make similar connections.
  • Analyze student use of inquiry methods, observation, collaboration, data collection, and analysis by use of student assessments measuring achievement of concept development from empirical experiences in order to engage students in active learning.
  • Develop and communicate a plan which uses inquiry, technology, and critical analysis for teaching students to distinguish science from non-science, to understand the evolution and practice of science as a human endeavor, and to envision an integration of science knowledge, pedagogy, history, and philosophy.
  • Recognize that an informed citizenry, in order to make decisions on contemporary scientific and technological issues, must conduct analyses of the facts of such issues and assess possible actions and outcomes through activities such as creating informed scientific communities looking at societal implications of the decisions and communicating to the broader population.



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