UAH Mathematics Education Programs: A Comprehensive Overview

The University of Alabama in Huntsville (UAH) offers a multifaceted approach to mathematics education, encompassing undergraduate and graduate programs, teacher preparation initiatives, and various opportunities for students and educators alike. This article provides a comprehensive overview of these programs and resources, highlighting UAH's commitment to advancing mathematics education at local and national levels.

Mathematics & Statistics Programs at UAH

UAH's Department of Mathematical Sciences offers a range of degree programs in mathematics and statistics, catering to diverse student interests and career aspirations. These programs are designed to provide students with a deep understanding of mathematical concepts and equip them with the skills necessary for success in various fields.

Available Degrees

UAH offers the following degrees in Mathematics & Statistics:

Bachelor's Degree: A strong foundation in fundamental mathematical principles and statistical methods. During the 2021-2022 academic year, University of Alabama in Huntsville handed out 38 bachelor's degrees in mathematics & statistics. This is an increase of 90% over the previous year when 20 degrees were handed out.
Master's Degree: Advanced coursework and research opportunities for students seeking specialized knowledge and skills. In 2022, 7 students received their master’s degree in mathematics & statistics from UAH.
Doctorate Degree: Rigorous training and research leading to original contributions in mathematics or statistics.

Program Highlights

Graduate Education History: UAH's commitment to graduate education dates back to its early days, with the first degree awarded being a Master's degree in mathematics in 1964, four years before any undergraduate degrees were awarded.
Faculty Expertise: UAH faculty are recognized nationally and internationally for their research and scholarship.
Individualized Attention: Students benefit from small class sizes, allowing for personalized attention and mentorship.
Course Variety: Students take courses in linear algebra, geometry, sequences, differential equations, multivariable calculus, topology, number theory, probability, and others.
Graduate Program Director: Graduate students are advised by the Graduate Program Director until they choose a personal faculty advisor.
Deeper Understanding: Students will develop a much deeper understanding of mathematics.

Admission Requirements for Graduate Programs

In addition to meeting the Graduate School admission requirements, all applicants should have satisfactorily completed a complete sequence in calculus, introductory courses in linear algebra, abstract algebra and real analysis (equivalent to the UAH courses MA 244, MA 442 and MA 452) and at least six semester hours in other upper-level mathematics courses.

Diversity in Mathematics & Statistics

UAH strives to create a diverse and inclusive learning environment within its mathematics and statistics programs.

Read also: Navigating Math Courses

Bachelor's Program Diversity (2021-2022):

Approximately 66% of graduates were men and 34% were women.
The majority of students were white.

Master's Program Diversity (2021-2022):

Approximately 67% of graduates were men and 33% were women.
About 83% of 2022 graduates were white.

Tuition and Fees

UAH offers competitive tuition rates for both in-state and out-of-state students.

In-State Tuition (2022-2023): \$10,120
Out-of-State Tuition (2022-2023): \$23,012

Note: These figures do not include fees, books, room and board, and other expenses.

Addressing the Mathematics Teacher Shortage

Recognizing the critical need for qualified mathematics teachers, UAH has undertaken initiatives to strengthen teacher preparation and increase the number of mathematics educators.

Robert Noyce Teacher Scholarship Program

This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.

Partnerships and Program Redesign

This project at The University of Alabama in Huntsville (UAH) includes partnerships with the UAH College of Science Department of Mathematical Sciences, the UAH College of Education Department of Curriculum and Instruction, and the Alabama Math, Science, and Technology Initiative at UAH. Once the project begins, an institutional team focused on improving mathematics instruction will be developed and five local school districts and six community colleges will be invited to join. The project will also redesign the mathematics and education degree programs to include new mathematics courses for secondary teachers that address essential concepts in high school mathematics and provide a pathway for graduates to attain dual degrees in mathematics and education.

Recruitment and Pipeline Development

Moreover, the project will utilize student-facing presentations to support teacher candidate recruitment and develop a pipeline to increase the number of incoming mathematics-education candidates by 300%, which will result in nine teacher candidates per school year. Student perception data about teaching mathematics and their presentation experience will be collected to improve recruitment efforts, as well as inform project team members as they plan for a Track 1 proposal.

Goals

The project aims to serve the national need of staffing all classrooms with high-quality secondary mathematics teachers.
This project will develop the partnerships, programs, and pipelines needed to address the mathematics teacher shortage in North Alabama.
Specifically, this project will establish an institutional partnership with local education agencies and stakeholders who are committed to promoting effective mathematics instruction and can offer local perspectives about the needs and strengths of their communities and provide input about current teacher-preparation practices.
Furthermore, this project will strengthen the secondary mathematics teacher-preparation program with content courses and increase the diversity (e.g., racial/ethnic) and number of teacher candidates in the teacher-education pipeline.
Overall, the project has the potential to provide a diverse, high-quality teacher workforce that can meet the needs of local and national communities in which they serve.

Master of Education Program

The University of Alabama in Huntsville (UAH) Master of Education program prepares you to serve all students! The focused program on Differentiated Instruction will equip a teacher to meet the needs of diverse students, including students with disabilities. The University of Alabama in Huntsville program also provides a unique experience for general education educators to learn side-by-side with special education educators in a core set of classes before moving to specific concentrations based upon your interest. Based on your interests and needs, you may focus your coursework in the following concentrations. After the completion of the courses, advanced candidates will complete a summative action research project. Cohorts begin every Summer (May) and Fall (August). 1.5 years to complete (approx.

Additional Opportunities and Resources

UAH students and educators can benefit from a variety of additional opportunities and resources designed to support their academic and professional growth.

Scholarships

"Scholarships like that of ICEAA play a crucial role in enhancing the academic and professional development of UAH students.

Graduate Co-op Program

Additional support is available through the UAH Graduate Co-op Program. Qualified graduate students can alternate six months of graduate study with six months of full-time work in a local company or government agency. While in the school phase of this program, the student may hold a graduate assistantship.

Read also: Strategies for Adult Math Success

Assistantship

To be considered for a teaching assistantship you must be unconditionally admitted to the graduate mathematics program, have your GRE scores on file with the University and have at least three qualified people write letters of reference addressing your potential for graduate work in mathematics and your potential for teaching or tutoring undergraduate students. To avoid delays in consideration it is recommended that you apply for admission to the program and for an assistantship at the same time. Have three qualified people write letters of reference supporting your application for assistantship. The Application for Assistantship and the letters of reference should be submitted electronically to the Department of Mathematical Sciences Chair, Dr.

Faculty Positions

We are seeking outstanding applicants for faculty positions. At UAH our mission is multifaceted.

Opportunities Outside UAH

The list below includes opportunities to apply for internships, fellowships and grants, REUs, math camps and math circles. You can also announce calls for nominations of prizes and awards and proposals for meetings and workshops.

Karen EDGE Fellowship Program: The purpose of the Karen EDGE Fellowship Program is to support and enhance the research programs and collaborations of mid-career mathematicians who are underrepresented minorities. citizens or permanent residents with a Ph.D. or equivalent who are underrepresented minorities. Mathematicians of any gender identity are eligible. Participants study the Hungarian pedagogy, in which a strong and explicit emphasis is placed on problem solving, mathematical creativity, and communication.
The MathAndCobb Fund for Mathematical Exploration (MaC Fund for ME): The MathAndCobb Fund for Mathematical Exploration (or "MaC Fund for ME" for short) is a micro-grant awarded every two months to highschool, undergraduate, or graduate students in Mathematics. The award is up to $250. The deadline to apply for the April 2026 award is March 15th.
Rutgers Young Scholars Program in Discrete Mathematics: The Rutgers Young Scholars Program in Discrete Mathematics is a summer program for mathematically talented high school students.
Postbaccalaureate Program at Smith College: The Postbaccalaureate Program at Smith College is a 1-year certificate program designed to prepare students for entrance into graduate school in theoretical and applied mathematics, statistics, and other mathematical sciences. Students take courses, do research with faculty in small groups, and receive extensive individual and group mentoring tailored to their background and interests. This includes support throughout all steps of the graduate school application process.
BECA: ABOUT BECA: BECA exists to provide quality, affordable bilingual education to the educationally disenfranchised while fostering meaningful cultural exchange.
AMS-Simons Travel Grant: The AMS-Simons Travel Grant program aims to facilitate research interaction and collaboration in mathematics for recent PhD recipients. Applicants must be employed full-time by institutions located in the United States . Awardees will receive $2,500 per year for two years to support research-related travel.
IC Postdoctoral Research Fellowship Program: Launched in 2000, the IC Postdoctoral Research Fellowship Program is dedicated to funding transformative unclassified research that aligns with the strategic interests of the Intelligence Community (IC).
Differentiation Course: Provides an introduction to the philosophy and practice of differentiation. Prepares teachers to plan curriculum integration by using computer technology and software in various curriculum areas for both regular and special students. Designed to inform students about recent developments in Cognitive Psychology and their implications for teaching and learning.
Research Course: Introduction to the nature of research and its relationship to educational thought and practice. Primary focus will be on planning and executing research activities(i.e.
Through an examination of constructs such as race, ethnicity, social class, gender, sexual orientation, and religious affiliation, students will develop a theoretical understanding of the connections between identity, difference, power, and privilege and the role(s) schools (could/should) play in perpetuating or ending discriminatory practices.

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