MEd in Curriculum & Instruction: Mathematics

The sum of one and two will always be three and a parabola will always be u-shaped, but all great math teachers know that their field is in a constant state of change as its use expands. Between evolving state standards, cool new digital math games, and tablets so easy to use that PreK kids know to swipe right, there’s more value than ever in earning a master’s degree that brings relevance to your math instruction and gives you strategies to reach all kinds of learners—including those who have yet to see that they can “get” math.

With an emphasis on National Council of Teachers of Mathematics (NCTM) standards, Concordia’s online MEd in Curriculum & Instruction: Mathematics program addresses developmental learning, acquiring proficiency, problem solving, and demonstrating understanding in mathematics for all children. You’ll also learn to utilize technology to improve student outcomes in the kindergarten through community college core curriculum.

Accredited, nonprofit, and taught by practitioners, all of Concordia’s online MEd programs reflect the same meaningful experience we’ve been delivering on campus since 1905. The convenience of 100 percent online, clearly defined coursework—paired with realistic deadlines and the ability to immediately apply what you learn in your classroom—makes our programs ideal for busy lifestyles. And the potential career benefits—from higher pay to promotions—are second only to the reward of having an everlasting impact on the lives of your students.

Step 1 of 3: What type of student are you?

Step 2 of 3: What would you like to study?

Portland Campus: Classes taught entirely at Concordia University-Portland.

Accelerated Online: Classes taught 100% online. MEd programs complete in 1 year. EdD programs complete in 3 years.

Flex Online: For online students who want to go at a slower pace - MEds can be completed in 18-36 months.

Hybrid: Students take some classes online and some at Concordia University-Portland.

Step 3 of 3: Get info about this program

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100% online
100% online (no in-person field work required)
One year
Earn your MEd in one year, one class at a time, with built-in breaks
Updated curriculum
Curriculum is up-to-date and relevant
Accredited by the Northwest Commission on Colleges and Universities (NWCCU)
Concordia is one of the most respected names in learning today
Positive career benefits
87% of our online MEd grads report positive career benefits as a result of their degree
10,000-strong alumni
10,000-strong alumni network
93% of our online MEd grads say they are satisfied with their overall academic program experience

MEd in Curriculum & Instruction: Mathematics Program Goals

In addition to meeting the objectives and requirements for the MEd in Curriculum & Instruction: Mathematics online degree program, successful candidates will also demonstrate:
Expertise in Evaluating Progress

Expertise in Evaluating Progress

Expertise in the utilization of new methods of authentic assessment and strategies as tools to evaluate student learning progress in relation to Oregon’s Common Core State Standards and specific district standards

Effective Instructional Skills

Effective Instructional Skills

Effective instructional skills in planning, implementing, and assessing instruction in settings that include diverse cultural populations and special needs students

Classroom Diversity Skills

Classroom Diversity Skills

An understanding of the ways that the specific curricular/instructional area has the potential to be responsive to classroom diversity

Moral Leadership

Moral Leadership

A clear understanding of the moral leadership required of them as advanced scholars in the chosen area of curriculum and instruction



The ability to modify instructional plans and promote alternative goals and strategies when necessary, particularly in relation to assessment results


The MEd in Curriculum & Instruction: Mathematics is a 30 credit-hour program

MEd in Curriculum & Instruction - Core Courses
12 credits
EDGR 502 (3)
Developing Character Through the Curriculum

This course will provide teachers with the resources and skills necessary to integrate character themes and character development into their school curriculum. It provides a forum in which to discuss and develop one's own moral perspectives on the basis of generally accepted criteria.

EDGR 535 (3)
Theories of Teaching and Learning
This course is designed to provide leaders with the latest psychological research about learning and guide them in exploring ways to directly apply these precepts to their current work setting. Topics will include cognitive science, learning theory, and relevant teaching theories that utilize this information. The course will fuse the latest biological and psychological understanding of how the brain learns so candidates can harness this knowledge and apply it directly to learning situations.
EDGR 595 (3)
Community of Learners
Relationships constructed on trust are critical for an efficient, collegial, collaborative workplace. This course challenges candidates to confront the tremendous diversity in their current environment and develop strategies to build community in the midst of the social, ethnic, economic and alternative lifestyle differences that permeate today's 21st century workplace. In sum, this course stresses the critical importance of creating community in the workplace and illustrates how that community, once established, can generate an efficient, supportive, and positive work place.
EDGR 602 (3)
Contemporary Educational Thought

Candidates identify, review, and analyze major trends and issues impacting the contemporary state and national educational scenes. Each class session provides students with an opportunity to evaluate the advantages and liabilities of current educational reforms and issues from the perspective of prevailing educational research as well as from their own personal beliefs and current work environment. Candidates will also consider how they can impact and influence change in their own workplace.


Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

MEd in Curriculum & Instruction - Mathematics
12 credits
EDCI 526 (3)
Foundational Mathematics Concepts
This course presents an overview of the principles set forth by the National Council for Teachers of Mathematics and is designed for teaching all learners: Equity, Curriculum, Teaching, Learning and Assessment. In the study of the historical perspective and the theoretical foundations of mathematical teaching, close attention is given to the connection between theorists and practical application in the classroom. Emphasis is placed on transformational learning based in a developmental, constructivist approach.
EDCI 536 (3)
Learning and Teaching Measurement and Geometry
This course will guide teachers in the development of a foundation for the teaching and learning of measurement and geometry through transformational learning based on a developmental, constructivist approach. Numbers and operations are woven into the study of measurement and geometry in a meaningful, integrated manner. Emphasis is placed on student and teacher thinking, lesson planning, transformational teaching methods, the use of technology as an integral part of teaching and learning math, and assessment.
This course will foster a deeper understanding of pk-12 national standards, as well as the three NCTM curriculum focal points for each grade level (pk-12), in order to strengthen a teacher's thinking and perceptions of geometry as well as instructional practices which effectively increase student understanding of measurement and geometry.
EDCI 546 (3)
Learning and Teaching Algebraic Concepts, Data Analysis and Probability
This course will guide teachers in the development of a foundation for the learning and teaching of algebraic concepts, data analysis, and probability through transformational learning based on a developmental, constructivist approach. Numbers and operations are woven into the study of algebra, data analysis, and probability in a meaningful integrated manner. Emphasis is placed on student and teacher processing of algebra, on lesson planning, transformational teaching methods, the use of technology as an integral part of learning and teaching math, and assessment.
EDCI 556 (3)
Transformative Mathematics in the Differentiated Classroom
The focus of this course is transformational learning and teaching that meets the needs of all learners through a developmental, constructivist approach. There will be an emphasis on setting up the classroom, getting to know the learners, assessing learning styles and needs, differentiated teaching strategies including interactive age-appropriate games and manipulatives, and providing anchor activities to solidify learning. Technology is considered an integral part of learning and teaching math in the differentiated classroom and will include the strategic use of technology resources such as SmartBoard technology, digital tools, computers, calculators, online digital games, and podcasts along with Internet-based resources. The course will provide a plethora of practical ideas for making math a positive and transformational experience for teachers and learners alike.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.

Research Course 1
3 credits
EDGR 601 (3)
Educational Research

This course provides students with the basic competencies necessary to understand and evaluate the research of others, and to plan their own research with a minimum of assistance. This course includes the basics of both qualitative and quantitative research.

The Master of Education culminates with the choice of either EDGR 698-Action Research or EDGR 696-Practitioner Inquiry. Either option provides candidates with an understanding of the role of research in the field of education as a tool to solve problems and as a way to improve student learning.


Research Course 2
3 credits   Select one of the following:
EDGR 696 (3)
Practitioner Inquiry

Practitioner Inquiry focuses on the reflective acts of the candidate as an educator seeking to improve teaching practice. Premised in the self-study research methodological traditions (Samaras, 2011), Practitioner Inquiry provides the opportunity to reflect on teaching practice and generate improvements based on classroom observation. Practitioner Inquiry focuses on the educator and her/his own practices, developing skills of inquiry, observation, reflection, and action in teachers. Prerequisite: Successful completion of EDGR 601 Educational Research

EDGR 698 (3)
Action Research

Action research is one of the capstone projects for the Master of Education program. During this five-week course, candidates will learn more about the action research methodology, complete final edits of the Literature Review, and design a complete Action Research proposal including data collection methods and analysis approaches. (During this course, the proposal will NOT be implemented with students/participants.)
This design provides students with the requisite skills and means to pursue the transformative practice called "Action Research" in their classroom, school, district or other work environment. The design method for the capstone project closely aligns with current classroom realities, with district and school requirements, and the needs of teachers and students.

Please note: Completing a Master of Education degree program does not lead to state certification or licensure. The MEd is not designed or intended to lead in any way toward a teaching license, endorsement, or administrative credential.


In addition to fully online, Concordia offers several Master of Education programs in an on-campus or hybrid format. See the options here.

Is the Master of Education in Mathematics concentration right for me?

Consider choosing this path if:

  • You could use an overview of the principles set forth by the National Council for Teachers of Mathematics
  • You want to better meet the needs of your learners through a developmental, constructivist approach
  • You’re interested in learning how you can incorporate technology into your teaching

Still unsure? We know we offer a lot of programs! Let’s talk more about your professional and personal goals.


Child Learning
Distance is not a barrier. I live in Maryland, and I always felt like I was right there in the classroom.
ETHEL WILKES, MEd in Curriculum & Instruction:
Early Childhood Education


What makes this program so relevant today

Math teaches logical and critical thinking: Math requires discipline and critical thinking skills to find solutions for complex problems. When students master these thinking processes, that proficiency carries over into other areas of their lives and turns them into adept problem-solvers and critical thinkers.

Math is a necessary component of everyday life: Balancing a budget, paying our taxes, measuring a room, leaving a tip — math is a part of our daily lives. Fluency in math isn’t reserved for genius mathematicians. Everyone needs math!

Universal language: Mathematics is truly a universal language shared by all humans, transcending differences across cultures and religions. The concept of numeracy — or math literacy — connects individuals across continents and through time, and links ideas conceived from one profession to another.

A solid understanding of math helps people understand their world better: “There is no simpler, more fundamental way of expressing the universe than through the basic ideas of equality and inequality, which in turn lead to the concept of quantification, which lead to the concept of value and numbers (to expressed levels of inequality), and once we have numbers, the rest of mathematics seems to bloom from all around us.” –

Math encourages precision and persistence: Precision and persistence in math helps student to logically approach a problem and persevere until a solution is reached.

21st century jobs: Preparing our youth for competitive 21st century jobs will sustain our country’s economic growth. Graduates with strong math skills are in high demand for high-paying jobs in STEM (and STEAM) fields. But even non-STEM jobs require math. A filmmaker needs to create a budget for their project. Cashiers need the ability to calculate change. Business owners must balance their books and run payroll.

Sources: Why Is Math So Important for Kids to Learn? Elise Wile,; Why Early Math Education Is So Important, Huffington Post; Math is Foundational to 21st Century Success, The U.S. Chamber of Commerce Foundation, July 11, 2017

The U.S. needs qualified and passionate math teachers to grow our nation’s math literacy. As the needs of the global workforce evolve, mathematical understanding is more imperative than ever.

  • Former Secretary of Education Arne Duncan called math teachers “the nation builders of the 21st century.”
  • In 1960, 1.1 million Americans worked in science and engineering fields, while today it’s approaching 6 million.
  • Careers in banking and finance, information technology, healthcare, and construction are among STEM jobs that are projected to grow to more than 9 million from 2012 to 2022.

Not to mention, the most recent United States PISA rankings from 2015 placed the U.S. 38th out of 71 countries in math and 24th in science.

Sources: National Science Foundation, U.S. Bureau of Labor Statistics, National Science Foundation, STEM 101: Intro to tomorrow’s jobs.

Good math teachers help young learners discover the beauty and real-world relevance of math. Students are often resistant to math. Math instructors who can eliminate barriers to learning are in the highest demand. The Atlantic calls the I’m bad at math refrain America’s greatest “fallacy of inborn ability.” Professor of Psychology Carol Dweck, author of the now-famous Mindset: The New Psychology of Success, argues that intelligence is not fixed, but malleable. Her research indicates that when students believe they can learn and grow their intelligence, they are more likely to do so—a phenomenon she calls the “Growth Mindset.” Conversely, when students believe they can’t do something, they are more likely to be unsuccessful.

But is it really all in our heads? Researchers seem to think so. Alana Foley, a postdoctoral fellow at the University of Chicago in developmental psychology, notes, “There’s increasing reason to believe it’s a bidirectional relation. Poor performance in math can lead to mathematical anxiety, but there are also studies that point in the other direction; if you have math anxiety it disrupts your concentration.”

Sian Beilock, a professor of psychology at the University of Chicago, notes that parents who are anxious about math can pass that anxiety along to their children, creating a new generation of math-phobic learners.

Sources: Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention Blackwell LS1, Trzesniewski KH, Dweck CS, Child Dev. 2007 Jan-Feb;78(1):246-63; The Myth of ‘I’m Bad at Math’ Miles Kimball and Noah Smith, The Atlantic, October 2013; Fending Off Math Anxiety By Perri Klass, M.D., The New York Times, April, 2017.

In our Mathematics concentration, you’ll be able to make learning math a transformational process for students. You’ll learn:

  • The historical perspective and the theoretical foundations of mathematical teaching
  • How to develop a foundation for the teaching and learning of measurement and geometry, algebraic concepts, data analysis, and probability
  • How to set up a classroom, get to know the learners, assess learning styles and needs, and differentiate teaching strategies
  • How to teach math in a differentiated classroom with the strategic use of technology resources
  • Cognitive science, learning theory, and relevant teaching techniques


See where a Master's in education focused on math could take you

Planning to stay in your current teaching job? Many MEd graduates do! But in addition to potential benefits like increased salary and more self-confidence, an MEd could also expand your career opportunities within the education industry.

Potential careers include:

  • Higher education instructor: PreK–12 mathematics learning and teaching
  • Consultant/advisor in teaching mathematics (PreK–12)
  • Professional development (PreK–12), mathematics
  • Mathematics tutor
  • Program director, mathematics (PreK–12)
  • Learning and teaching mathematics (PreK–12) advisor to state legislatures/Congress
  • Curriculum director, mathematics (PreK–12)
  • Division or department chair, mathematics (PreK–12)
  • Lead grant writer: STEM (science, technology, engineering, mathematics) local, state & federal grants

(Some states may require specific licensure for some of these positions. Check with your state’s Department of Education for more details.)

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