MST in Mathematics
Transcripts of all undergraduate and any graduate work must be submitted. In addition to the Graduate College minimum requirements, applicants must meet the following program requirements:
- Baccalaureate Field Mathematics or a related field. Applicants for the Secondary Option must have three semesters of engineering calculus plus two courses from the following:
|Linear Algebra I|
|Abstract Algebra I|
or MTHT 435
or MTHT 430
|Mathematical Analysis for Teachers I|
|Introduction to Advanced Mathematics|
Grade Point Average At least 3.00/4.00 for the final 60 semester hours (90 quarter hours) of undergraduate study, and an average of 3.00 in all mathematics courses beyond calculus.
Minimum English Competency Test Score
TOEFL 600 (paper-based); 100, with subscores of Reading 19, Listening 17, Speaking 20, and Writing 21 (iBT Internet-based TOEFL), OR,
IELTS 7.0, with subscores of 7.0 for all four subscores, OR,
- PTE-Academic 54, with subscores of Reading 51, Listening 47, Speaking 53, and Writing 56.
Letters of Recommendation Three required from persons familiar with the applicant’s academic work.
Personal Statement Required.
Other Requirements Applicants for the Elementary School Option must hold a valid K–8 Illinois Teaching License or the equivalent.
In addition to the Graduate College minimum requirements, students must meet the following program requirements:
- Minimum Semester Hours Required Two options (Secondary and Elementary) are available to MST students. Secondary Option—32 hours; Elementary Option—36 hours.
- Course Work Required Courses: Varies by option. At least 12 hours of course work must be at the 500-level, excluding independent study.
- Electives: Electives in each option must be approved by the department; contact the Office of Mathematics Education for specific courses. Up to 8 hours in ancillary courses from education or psychology may be applied to the MST with approval of the Office of Mathematics Education.
|Advanced Euclidean Geometry|
|Introduction to Higher Geometry|
|Mathematical Analysis for Teachers II|
or MATH 435
|Foundations of Number Theory|
Twelve hours of electives in Mathematics Teaching (MTHT)
|Teaching Algebra for Understanding|
|Concepts and Methods in Elementary and Middle School Mathematics II|
|Teaching Geometry: An Activity Approach|
|Practicum in Teaching Elementary School Mathematics|
|Characteristics of Early Adolescence|
|Curriculum and Instruction in the Middle School|
Three additional mathematics courses a
At least one course must be taken from one of the following areas: calculus, probability and statistics, computer science, or history of mathematics.
- Comprehensive Examination None.
- Thesis, Project, or Course-Work-Only Options Course work only. No other options are available.
- Note: The Secondary Option includes both licensed secondary teachers and students who are seeking licensure.
Additional Requirements for Secondary Teacher Licensure: Students who wish to seek teacher licensure must take additional courses in the College of Education and complete student teaching to be eligible for state licensure. Such students are also more restricted in their choices of courses. Courses should be selected in consultation with an advisor. Contact the department for the current requirements. At the time of this writing, in addition to the MST requirements, students seeking licensure must complete:
|Required Courses for Secondary Teacher Licensure|
|Methods of Teaching Secondary Mathematics I|
|Methods of Teaching Secondary Mathematics II|
|Educational Practice with Seminar I|
and Educational Practice with Seminar II
|Philosophy of Education and Urban School Policy|
or ED 403
|Policy Issues in the History of American Education|
|Adolescence and the Schools|
or ED 421
|Advanced Educational Psychology|
|Instruction and Assessment in the Urban Secondary Classroom|
- The teaching license is not automatically awarded upon successful completion of degree and licensure requirements. For more information on application procedures for the teaching license, contact the Council on Teacher Education.