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A professional in an office: Regent’s Master of Education - Leadership in Mathematics Education program can be pursued online.

M.Ed. in Leadership in Mathematics Education

Unlock Potential Through Leadership in Mathematics Education

You’re shaping tomorrow for your students. Invest in brighter possibilities for you too. Regent’s Master of Education – Leadership in Mathematics Education is designed for the K-8 classroom teacher who wants to improve and expand instructional skills in mathematics. Coursework will equip you to demonstrate a deeper understanding of the mathematics you are teaching and how they connect to higher levels of math.

Online
30+
June 19, 2023
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INCREASE YOUR EARNING POTENTIAL

Capitalize on a higher salary teaching a subject your passionate about.

EXPAND YOUR CAREER PATH

Enjoy opportunities in public and private schools and communities.

DEVELOP STRATEGIES FOR IMPROVING INSTRUCTION

Enhance mathematical literacy through active learning.

ALIGN YOURSELF WITH EXCELLENCE

Experience Regent ranked among top national universities by U.S. News & World Report for three years (2019, 2020 and 2022). Its programs have also been recognized among the top 5 online graduate education programs in Virginia for 10 consecutive years. Regent graduates are empowered to make a difference in lives, which has led to more than 850 alumni being recognized as Teachers of the Year in Hampton Roads since 2004.

Presented from a Christian worldview, this in-demand degree is supported by award-winning faculty in Virginia Beach.

Please complete the Request Information form on this page to learn more about this program.

Council for the Accreditation of Educator Preparation (CAEP) Logo
Regent University ranked #6 of the top 37 Master’s in Math Education degree programs | Intelligent.com
Regent University ranked #8 of the top 10 best online Master’s in Math Education programs | TheBestSchools.org
Regent University ranked #10 of the Best Master's Degree Colleges in Virginia | UniversityHQ, 2022

The School of Education’s educational leadership and teacher preparation programs and the College of Arts and Science’s interdisciplinary studies program are awarded TEAC accreditation by the Inquiry Brief Commission of the Council for the Accreditation of Educator Preparation (CAEP) for a period of seven years, to 12/31/2023.

On completing the Master of Education – Leadership in Mathematics Education program, you can:

  • Understand disciplines of math that include number systems and theories, geometry, statistics, algebra, and discrete math.
  • Apply contemporary teaching methods used to guide students, both high- and low-achieving.
  • Develop coaching and leadership knowledge and skills needed to help improve school mathematics programs.

Career Opportunities

  • K-8 Math Teacher
  • Math Consultant
  • Math Tutor
$63Thousand
Mean annual wage for middle school teachers, except special and career/technical education U.S. Bureau of Labor Statistics, 2019
Essential characteristics, skills, and dispositions needed to maintain effective math education leadership roles in K-8 schools. In-depth review of national and state mathematics standards. On-site professional development models discussed with primary emphasis on the Content-Focused Coaching model by Lucy West. Cross-listed with EADM 647.
Field-based experience to develop and demonstrate skills for carrying out effective mathematics coaching in K-8 schools. Review of literature on best practices and case studies, and self-critique of videotaped coaching sessions. Prerequisite: All program coursework. Cross-listed with EADM 648.
Provides the knowledge, resources, and essential skills needed for success at the graduate level. Topics include academic writing, online learning, information literacy, and advising and support services for Education.
Discusses big picture mathematics curricular design ideas, including history of mathematics curriculum, development of national and state standards, curriculum frameworks, and implementation of effective practices including instructional technologies into K-8 schools. Reviews recent developments, research, and theoretical foundations of curricular concepts and practices in mathematics. Cross-listed with MATH 640.
Historical numeration systems, base systems, representing numbers, combining numbers, relationships among numbers, and the nature of large and small numbers. Includes children’s thinking, how they learn this basic mathematics, their problem-solving strategies, and how they construct their understandings of the base ten number system and arithmetic. Cross-listed with MATH 641.
Mathematical reasoning and geometric ideas through the study of topics in Euclidean geometry and measurement. Provides an appreciation for topics in other geometries such as non-Euclidean, fractal, and computational. Includes evaluating geometric thinking in grades K-8 using the van Hiele model of geometric thought. Cross-listed with MATH 642.
The mathematical underpinnings of algebra: patterns, variables, and functions. Includes modeling and interpreting graphs of linear and nonlinear functions (quadratic, polynomial, and exponential growth and decay) as well as analyzing, interpreting, and assessing children’s algebraic thinking in both written and oral communication.  Cross-listed with MATH 644.
Basic number strands in fractions and rational numbers, decimals, percentages, ratios, and proportions as identified in K-8 national and state standards. Includes interpretation, computation, and estimation to develop rational number concepts, skills, and proportional reasoning. Cross-listed with MATH 649.
Counting (i.e., combinatorics), probabilistic structures, data analysis, and reasoning. Includes common misconceptions in children’s learning, and K-8 classroom applications to meet national and state standards. Includes interpreting children’s probabilistic thinking, understanding how they learn these concepts and how to help build problem-solving strategies. Cross-listed with MATH 651.
With an emphasis on learning characteristics that can make mathematics difficult for diverse learners, this course discusses barriers to learning mathematics; research-based instructional strategies for meeting the needs of diverse learners; creation of accessible learning opportunities; differentiation of mathematics instruction; and methods for designing and analyzing formative and summative assessments. Cross-listed with MATH 656.
A culminating experience for Mathematics Specialists that includes providing evidence, in the form of an electronic portfolio, that critical program competencies have been met. Students also self-reflect on their learning experiences and teaching philosophy. Pre-requisite: All program coursework. Cross-listed with MATH 698.

2022-23 Semester Check-In Deadlines

All new students are expected to check-in for the semester two weeks before the session start date. Students should apply, be accepted, enroll in their first courses, and confirm a plan to pay for their courses prior to this date.

SessionSemester Check-InSession Start Date
Session AFriday, August 12Monday, August 22
Session MFriday, September 9Monday, September 19
Session BFriday, October 14Monday, October 24
Session CWednesday, January 4Monday, January 9
Session TFriday, January 27Monday, February 6
Session DFriday, March 3Monday, March 13
Session EFriday, April 28Monday, May 8
Session FFriday, June 9Monday, June 19

Admissions Requirements

Step 1: Apply to Regent University

Step 2: Submit Your Unofficial College Transcripts

  • Email your unofficial college transcripts to apply@regent.edu using the subject line: Unofficial Transcripts.
  • Upon conditional acceptance, Regent University will attempt to obtain your official transcripts from your U.S. degree-granting institution.
  • International transcripts must be evaluated by an NACES-approved company.

Step 3: Submit Your Government-Issued ID

  • Email a photo of your government-issued ID to apply@regent.edu using the subject line: Government ID.
  • Please note that all items submitted as part of the application process become the property of Regent University and cannot be returned.

Part-Time Students

DegreeTuition Cost Per Credit HourAverage Credit Hours Per SemesterAverage Tuition Per Semester
Career Switcher$2506$1,500
Master of Education (M.Ed.)$5656$3,390
Educational Specialist (Ed.S.)$8006$4,800
Doctor of Education (Ed.D.)$8003$2,400
Doctor of Philosophy (Ph.D.)$8003$2,400

Full-Time Students

DegreeTuition Cost Per Credit HourAverage Credit Hours Per SemesterAverage Tuition Per Semester
Career Switcher$2509$2,250
Master of Education (M.Ed.)$5659$5,085
Educational Specialist (Ed.S.)$8009$7,200
Doctor of Education (Ed.D.)$8006$4,800
Doctor of Philosophy (Ph.D.)$8006$4,800

Student Fees Per Semester

University Services Fee (On-Campus Students)$850
University Services Fee (Online Students)$700

PART-TIME STUDENTS

DegreeTuition Cost Per Credit HourAverage Credit Hours Per SemesterAverage Tuition Per Semester
Career Switcher$2506$1,500
Master of Education (M.Ed.)$5656$3,390
Educational Specialist (Ed.S.)$8006$4,800
Doctor of Education (Ed.D.)$8003$2,400
Doctor of Philosophy (Ph.D.)$8003$2,400

Full-Time Students

DegreeTuition Cost Per Credit HourAverage Credit Hours Per SemesterAverage Tuition Per Semester
Career Switcher$2509$2,250
Master of Education (M.Ed.)$5659$5,085
Educational Specialist (Ed.S.)$8009$7,200
Doctor of Education (Ed.D.)$8006$4,800
Doctor of Philosophy (Ph.D.)$8006$4,800

Student Fees Per Semester

University Services Fee (On-Campus Students)$800 (Fall & Spring)
$650 (Summer)
University Services Fee (Online Students)$650

*Rates are subject to change at any time.

Estimated Cost of Attendance: View the estimated cost of attendance to see an example of the total cost of tuition and fees.

Licensure Requirements

Must hold a valid Collegiate Professional Teaching License or equivalent from another state and have taught for a minimum of three years in which the teaching of mathematics was an important area of responsibility.

“From the professors to advisors to support staff, my experience at Regent has been extremely satisfying, and I highly recommend the program to others.”

Lorri Wilke, M.Ed., 2012 NILD Educational Therapy

“The Virginia Beach City Public Schools cohort of ESL teachers in training was the perfect platform in which to study and learn. Upon completion of my last TESOL class, I was blessed with the opportunity to join the ESL staff of VBCPS. The amazing faculty of Regent's TESOL department helped make it possible.”

Altina Suber, M.Ed., 2015 Teacher

“Regent has played an instrumental role in equipping thousands of graduates. We have the power to use the knowledge gained and the credentials earned to serve, to advocate for, and ultimately to bring change and hope to the hurting world around us.”

Cindi Spaulding, Ph.D., 2009 Teacher

“Regent opened a door to self-discovery and selflessness. My Regent instructors encouraged me to operate on a higher level of motivation and others-oriented awareness.”

Sandra Turner, M.Ed., 2016 Professional Development

“One of my professors actually called me while I was in the program. That really opened up the door for me. Even though I'm doing this online, I still have a person and a face to talk to. Just having those lines of communication is awesome.”

Rahni Jenkins, MA, 2016