Mathematics (K–12) Certificate

Program Overview

This graduate-level program is designed for college graduates seeking initial certification as a teacher of mathematics. The streamlined, rigorous, and sequential program of professional studies combines the best of theory, research, and practice. It is designed for part-time students who take one or two late afternoon/evening courses per semester. The final clinical experience (student teaching) at the end of the program requires full-time enrollment for one semester. The program is state approved and nationally accredited.

The course work in this program counts toward completion of the Master of Arts in Teaching (MAT).

Curriculum Overview

This is a 21-credit program requiring four courses taken in late afternoons/evenings followed by a full semester of full-time student teaching in a host school in the region.

Degrees Offered

  • Mathematics (K–12) Certificate


Kathleen M. Pierce, Ph.D.
Professor of Graduate Education
Memorial Hall 202

Program Website: Mathematics Certificate
Associated Department: Department of Graduate Education, Leadership, and Counseling

Related Programs

Mathematics (K-12) Certificate Requirements

CURR 700Educational Foundations for Inclusive Practices3
CURR 710Elementary Mathematics Teaching and Learning3
CURR 720Inclusive Curriculum Design & Instruction in Secondary Schools3
CURR 707Secondary Mathematics Teaching and Learning3
CURR 770Clinical Experience and Seminar in Teaching9
or CURR 771 Supervised Clinical Experience in Teaching
Total Credits21

Additional requirements for completion

  • Completion of all courses before the clinical experience (student teaching) with a “C+” or better in each course and with a 3.0 grade point average.
  • Completion of CURR 770 with a “C+” grade or better.

Courses and Descriptions

CURR 700 Educational Foundations for Inclusive Practices 3 Credits

This course provides psychological and interdisciplinary perspectives on teaching and learning. Within the theme of optimal development of creative intelligence, and in concordance with important NJ and national professional standards, candidates will use these perspectives to begin their career-long processes of reflective professional development. More specifically, the course develops knowledge, skills, and dispositions pertinent to (a) child and adolescent development, (b) learning theories, (c) learner diversity, (d) classroom management, (e) career readiness skills, (f) philosophical and historical perspectives on education, (g) sociocontextual and interdisciplinary influences on education, and (h) higher-order, creative and critical thinking. The emphases on student development and learner diversity entail in-depth investigation of the following subtopics: the philosophical, legal, and historical foundations of special education; the characteristics of students with disabilities and learning strengths; inclusive practices; professional partnerships for support of diverse learners; and strategies for modification of curriculum content and materials aligned to NJ Student Learning Standards, learning environments and processes, and learning products for students with disabilities and strengths.

CURR 710 Math Methods for the Inclusive Elementary Classroom 3 Credits

This course introduces candidates to effective mathematics instruction based on learning trajectories of diverse learners in preschool and elementary classrooms. In alignment with NAEYC and NCTM and NJ Student Learning standards, emphasis is placed on planning and implementing an inquiry-based approach with hands-on experiences, use of technology, and traditional and non-traditional assessment strategies. Students also explore positive models of classroom management and environment design to support diverse learning needs. The course provides candidates with the pedagogical proficiency necessary for the development of the mathematical dimensions of their students’ career readiness skills. Field experiences consist of classroom observations with instructional analysis and assessment of children’s mathematical thinking.

CURR 720 Inclusive Curriculum Design & Instruction in Secondary Schools 3 Credits

This course offers an overview of curriculum designs and their relation to teaching, learning, assessment, and providing curriculum access for all students in middle and high schools—secondary classrooms. The course assumes that professional educators use a variety of instructional methods, curriculum unit/lesson planning and assessment strategies to help a variety of diverse adolescent students actively construct their own learning and enjoy access to the general curriculum. Using NJ Student Learning Standards, candidates acquire skills in instructional planning, classroom management, and the development of career readiness skills along with required field-based observations and experiences.

Prerequisite(s): CURR 703.

CURR 707 Inclusive Methods for Teaching Mathematics 3 Credits

This course critically analyzes the aims of teaching mathematics in secondary schools. Research pertaining to mathematics teaching and learning is analyzed. Demonstration lessons including reflective teaching and individual and group processing are created and carried out to clarify teaching, mathematics curriculum planning using NJ Student Learning Standards in Mathematics, the organization of materials and subject matter, assessment processes classroom management strategies, and awareness of career requirements in STEM fields. The course also examines the characteristics of secondary students with disabilities as well as strategies for modifying mathematics curriculum planning, learning environments, and instructional materials to address diverse learning needs. The clinical, field-based component of the course requires candidates provide instructional support for diverse learners.

CURR 770 Clinical Experience and Seminar in Teaching 9 Credits

This course, designed for those seeking initial certification, requires full-time supervised daily participation in a school setting with diverse students including students with disabilities. The candidate gradually assumes a full load of teaching responsibility. These experiences test and strengthen the translation of educational theory and research into meaningful practice. An on-campus or site-based seminar accompanies the clinical experience. Seminars emphasize reflective development toward professionalism through sharing and analyses of experiences, and in-depth reports on teaching learners with disabilities and instructional modifications employed to meet their needs. Additional analyses of student learning and reflective assignments require candidates to connect their clinical experiences with content knowledge and pedagogical knowledge from prior course work. The clinical experience is augmented with a series of additional seminars, which include the following: introductory/orientation seminars prior to the beginning of the semester; strategies for designing inclusive education practices and positive behavioral supports, assistive technology for diverse learners, transition planning, and agencies available for students with disabilities; classroom management strategies; awareness of methods for strengthening student achievement and career readiness, panel sessions with veteran teachers who graduated from this program; panel sessions with principals and superintendents who provide advice about long-term professional development; interviews with special education teachers who provide advice about meeting the needs of students with disabilities; and wrap-up reflective sessions at the conclusion of the semester.

Prerequisite(s): CURR 704, CURR 705, CURR 706, CURR 707, CURR 715 and (BSED 530 or ECED 550) or Permission of instructor.

CURR 771 Supervised Clinical Experience in Teaching 3 Credits

This practicum is a condensed version of the Internship in Teaching. It is available only to interns seeking teacher certification who already have a year of successful, full-time teaching experience or its equivalent. A special application must be made and approved for enrollment in the course. The practicum requires six weeks of full-time, supervised daily participation in a school setting. After a brief period of orientation to the school and classroom, the intern assumes a full load of teaching responsibility at the school. The experience finetunes the teaching abilities of interns and enables them to demonstrate competence in the specialty for which they seek certification.

Prerequisite(s): CURR 704, CURR 705, CURR 706, CURR 707, CURR 715 and (BSED 530 or ECED 550) or Permission of instructor.