Graduate Certificate

Mathematics

College of Arts & Sciences

Program Overview

Are you currently a secondary math educator seeking to teach dual enrollment classes? The University of Tennessee, Knoxville, offers an online graduate certificate in mathematics that provides you with the necessary credentials to do so.

Credit Hours

18

Cost Per Credit Hour*

In-State $700

Out-of-State $775

Modality

Synchronous

Admission Terms

Fall, Spring, Summer

*Cost per credit hour is an estimate based on maintenance and university fees. Some programs may have additional course fees. Please contact your department for additional information on any related fees, and visit Tuition and Fees in Detail at One Stop.

ATTAIN THE CREDENTIALS TO TEACH TOMORROW’S MATHEMATICIANS

The University of Tennessee’s Mathematics Graduate Certificate is primarily intended for secondary educators interested in dual enrollment teaching (i.e., courses that can count for both high school and college credit). This certificate program consists of 18 graduate credit hours of coursework, which is a common minimum qualification for high school teachers to teach dual enrollment math classes. Courses in this certificate consist of a subset of the ones required for the Master of Mathematics (MM) degree program, and they help teachers advance their mathematical training by emphasizing deeper understanding in a wide variety of topics. Unlike traditional graduate coursework for research mathematicians or classes in math education, the courses for the Mathematics Graduate Certificate focus on advanced mathematical content with an emphasis on educators’ needs.

Synchronous Online Instruction

All courses in this certificate are delivered online through Distance Education and include options like statistics, linear algebra, differential equations, math modeling, abstract algebra, and more. Because dual enrollment qualifications vary, candidates should first check with their own institutions and state requirements to ensure that this certificate is sufficient, but we have had multiple graduate students successfully start dual enrollment teaching after 18 credit hours of our courses.

The MM program itself has a long history of supporting educators—it started in the 1960s and has undergone continual additions to address the changing needs of teachers. Most recently, a committee of faculty made updates to existing courses and added new ones. Our faculty continue to implement evidence-based practices to keep refining our classes. We voluntarily seek out extra workshops, professional development opportunities, new technology, and better ways to be more inclusive because we are dedicated to the teaching profession and to our students.

Master of Mathematics

Students who finish the Mathematics Graduate Certificate have a head start on a master’s degree and can easily earn their MM by completing some additional courses and a comprehensive portfolio. Additionally, current MM students can apply for the graduate certificate while working on their master’s degree.

Lastly, we are proud of the program that we have built, but we are equally proud of the community we have fostered. By engaging in the synchronous components of our classes, our students have had many chances to talk with other educators from the east to the west coast. Our students often tell us that one of their favorite parts of our program is this network of educators and the lifelong connections they have been able to make while in the program.

Featured Courses

MATH 510: Mathematical Modeling for Teachers

Applying mathematics to solve real-world problems. Investigation of meaningful and realistic problems encompassing many academic disciplines including economics, ecology, environmental science, sociology, and management. Mathematical tools could include difference equations, differential equations, and scientific computing. Students will be familiarized with available computation and visualization packages, as appropriate for the applications included in the course.

MATH 508: Statistics for Teachers

Explores the mathematics behind major concepts and tools for collecting, analyzing, and drawing conclusions from data. Topics include basic statistical measures, basic probability, sampling distributions, simulation of sampling distributions, the Central Limit Theorem, Statistical Inference, estimating population parameters, and hypothesis testing.

MATH 530: Differential Equations for Teachers

Elementary solution techniques for differential equations. Existence and uniqueness of solutions. Laplace transform. Series solutions. Systems of differential equations, stability and phase plane analysis.

MATH 506: Algebra for Teachers

Algebraic structures: integral domains and fields and their applications to algebra of integers and polynomials.

MATH 550: Linear Algebra for Teachers

Teaching methodology of solving systems of linear equations with matrices, Gaussian elimination, matrix computations, determinants, vector spaces, subspaces, eigenvalues and eigenvectors, applications.

TEACH MATH DUAL ENROLLMENT!

The UT Mathematics Graduate Certificate can give you the credentials you need to propel your career to a whole new level as a secondary math instructor either at the high school or community college level.  

UT prepared me to teach Dual Enrollment by the types of classes offered in the program and the different approaches from various professors in learning.  Typically, Statistics and College Algebra are the most known for being offered as Dual Enrollment courses at the high school level.  The classes I took in the MM program helped me learn material that is used in both of these.  I felt well-equipped to teach Dual Enrollment math classes after learning from the experienced professors at UT.  They helped us with a wide range of material, different learning techniques, and good teaching practices.  I think it is amazing that this program is increasing the supply of qualified high school math teachers for Dual Enrollment programs and/or teaching at the college/university level. 

–Valerie Capps, student   

Ready to lead a new generation in mathematics education? 

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