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Mathematics Education Licensure Program (6-12)

(M.A.Ed. in Curriculum and Instruction)

This program is offered to State of Virginia Licensure applicants only. Other applicants including international students should apply for Mathematics Education (M.A.Ed. in Curriculum and Instruction).

Campus: Virginia Tech Blacksburg Campus

Instructions: Residential/On Campus 

We believe that all teacher educators must be prepared to provide equity and access for all learners at all educational levels, kindergarten through doctoral studies.


Credit Hours

VDOE Approved Program


Faculty Commitment

Intensive Research Opportunities

Our Mathematics Education program

The Mathematics Education program at Virginia Tech unites faculty and students from the Mathematics Department and School of Education. Our research focuses on understanding how students learn mathematics, which informs curriculum design, teaching practices, and assessment instruments. We seek to establish equitable learning environments that take advantage of current research and technology. 

Why Study Mathematics Education Here?

The School of Education at Virginia Tech offers a Secondary Mathematics Education teacher licensure program in which students earn a Master of Arts in Education. This program is nationally accredited and prepares students for licensure in the State of Virginia.

What You’ll Study

The Mathematics Education Licensure Program includes coursework in mathematics pedagogy, mathematics, educational foundations, special education, and research methods. The program includes two field experiences in secondary schools. Students should obtain passing scores on the Praxis II (mathematics content) test prior to student-teaching during the spring semester. At the end of the program of study, students in this master’s degree program will also create and present an electronic portfolio to satisfy the university’s “masters comprehensive exam” requirement.

This licensure program has been specifically designed to satisfy Virginia’s licensure requirements for teaching mathematics in the secondary schools. Students will take between 30-42 credit hours of coursework to meet the state requirements, depending on the student's undergraduate preparation. Throughout the student’s program of study, the student and his or her advisor will work together to ensure that all state requirements for secondary licensure have been met through the student’s undergraduate and graduate-level coursework. The student is encouraged to be familiar with state licensure requirements so that informed decisions about courses can be made.

Completion of the program will take one or two years, depending on the student’s background. For instance, students graduating from Virginia Tech’s mathematics education option (Department of Mathematics) can typically complete graduate program requirements in one year (including at least one summer session). Students who majored in mathematics (or a related field) as undergraduates, but who did not complete any education-related coursework, will likely need two years to complete the program. In many cases, students need to enroll in one or more summer sessions on campus to complete program requirements.

Learn more about full licensure requirements.

Blacksburg Campus

This degree program is offered at the Blacksburg campus. The Blacksburg campus offers students the full services of the university, including an extensive library, technology support, and the Graduate Life Center. 

Our Faculty 

Research Interests

  • Mathematics Education
  • Quantitative Literacy
  • Mathematics Beliefs and Attitudes
  • Children’s development of fractions concepts
  • Teaching and learning of probability and statistics

Jesse L Wilkins,

Jesse L Wilkins, Professor, School of Education

Associate Professor, Mathematics

Research Interests

  • Students' understanding of linear algebra
  • Development of mathematical meaning over time (for both individual students and the classroom as a collective community) and explores ways to coordinate the analyses at the individual and collective levels
  • Students' development of formal ways of reasoning about mathematical concepts via authentic participation in discipline-specific mathematical activities

Research Interests

  • Building models of how middle school students construct their integer (signed number) concepts
  • Incorporating results from learning research into mathematics education policy and instruction

Catherine (Katy) Ulrich, Assistant Professor, School of Education

Catherine (Katy) Ulrich, Assistant Professor, School of Education

Professor, Mathematics

Research Interests

  • Students' mathematical development using teaching experiments, along with quantitative methods
  • Students' mathematical conjectures formed in the context of learning fractions, algebra, and geometry

Research Interests

  • Education and training of mathematics specialists
  • Professional development for in-service K-12 teachers
  • Instructional strategies for teacher education

Bettibel Carson Kreye, SE

Bettibel Carson Kreye, Clinical Associate Professor, School of Education

Assistant Professor, Mathematics

Research Interests

  • Investigating classroom instructional practices
  • Developing and researching the impacts of instructional support
  • Identifying factors and influences that shape pedagogical practice

Mathematics Education Research Highlights

  • Norton, A., Wilkins, J. L. M., & Xu C. Z. (2018). A progression of fraction schemes common to Chinese and U.S. students. Journal for Research in Mathematics Education49(2), 210-226.
  • MacDonald, B. L., & Wilkins, J. L. M. (2017). Seven types of subitizing activity characterizing young children's mental activity. In S. Marx & S. L. Gregory (Eds.), Qualitative research in STEM, (pp. 256-286). New York, NY: Routledge.
  • Sloane, F. C., & Wilkins, J. L. M. (2017). Aligning statistical modeling with theories of learning in mathematics education research. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 183-207). Reston, VA: National Council of Teachers of Mathematics.
  • Ulrich, C., & Wilkins, J. L. M. (2017). Using written work to investigate stages in sixth-grade students' construction and coordination of units. International Journal of STEM Education, 4:23.
  • Wilkins, J. L. M., & Ulrich, C. (2017). The role of skip counting in children's reasoning. Virginia Mathematics Teacher, 43(2), 8-14. 
  • Skaggs, G., Wilkins, J. L. M., & Hein, S. F. (2017). Estimating an observed score distribution from a cognitive diagnostic model. Applied Psychological Measurement, 41(2), 150-154. 
  • Kreye, B., & Tilley-Lubbs, G. A. (2014) Collaboration for authentic preservice teacher experiences: Mathematics and English as a second language. International Journal of Teaching and Learning in Higher Education, Vol. 25, No. 3.

Students interested in applying to the Mathematics Education Licensure Program should contact the program leader (Secondary Mathematics Education Program), Dr. Betti Kreye, by email at

Visit our office at Public Safety Building, Suite 201 (0313), 330 Sterrett Drive, Blacksburg, VA 24061
State of Virginia Licensure Applicants
Spring:  October 15
Summer: February 15
Fall:  February 15
Other Applicants
This program is offered to State of Virginia Licensure applicants only. Other applicants including international students should apply for Mathematics Education (M.A.Ed. in Curriculum and Instruction).


Betti Kreye
Program Leader, Secondary Mathematics Education Program
Public Safety Building, Suite 201 (0313)
330 Sterrett Drive
Blacksburg, VA 24061
(540) 231-8348

School of Education
Public Safety Building, Suite 201 (0313)
330 Sterrett Drive
Blacksburg, VA 24061