AZ Noyce

Become a Mathematics Teacher and a Noyce Scholar

UA-Math-SMEP Logo

 AZ Noyce Mathematics Teaching, Award No. 1557255


AZ Noyce 2021 Celebration Video


NSF Noyce Leadership Team

Project Leader: Cynthia Anhalt (PI) 

Jennifer Eli, Rebecca McGraw, & Marta Civil (Co-PIs)

Michelle Higgins, Evaluation, Demetria Murray, Project Manager


About AZ Noyce Mathematics Teaching     Overview Slides

The University of AZ Mathematics Department was awarded a Robert Noyce Award (2016-2021) from the National Science Foundation to increase the number of mathematics teachers graduating from the Secondary Mathematics Education Program (SMEP).  AZ Noyce Mathematics Teaching offers a head-on response to the shortage of highly qualified mathematics teachers through multifaceted recruitment activities and by implementing a teacher preparation program that develops and strengthens prospective teachers’ abilities to work with diverse students across Arizona and the rest of the nation. 


Flyer:  SMEP/Noyce

Math Majors Apply for the AZ Noyce Program

Semester Internship - Semester Internships have ended.

Summer Algebra Academy Internship $3,000 (application) - Applications due May 5

Noyce Internships for undergraduate students in STEM fields interested in participating in the AZ Noyce Project activities to consider becoming mathematics teachers.  Undergraduates can apply for semester-long experiences in Tutoring at local middle or high schools or be a Math UTA (undergraduate teaching assistant) for a UA mathematics course (MATH 100, 106, 302A/B) and teaching in the Summer Algebra Academy for rising 9th graders in Tucson area high schools. 

Send application to

NOYCE $10,000 Scholarship (application)Applications are reviewed year round.

Noyce Scholarships are provided for undergraduate mathematics majors in the Secondary Mathematics Education Program in the junior and senior years.  The AZ Noyce program focuses on the recruitment, development and support of mathematics majors in order to address the critical need for highly effective teachers in high-needs* schools.  The Noyce Scholars must commit to teaching for 2 years in a high-needs school district for each year of scholarship support. This application requires a personal statement and two letters of recommendation.  Send application to  Persons writing the letters of recommendation must send the letters directly to

The term high-needs* schools as defined in section 201 of the Higher Education Act of 1965 (20 U.S.C. 1021) means a school district that serves an elementary or secondary school located in an area which is characterized by at least one of the following: (a) a high percentage of individuals from families with incomes below the poverty line; (b) a high percentage of secondary teachers not teaching in the content area in which they were trained; or (c) a high teacher turnover rate.  Many school districts meet this criteria locally and across the country.  See list for Title 1 AZ schools that meet this criteria.


AZ Noyce Seminars

Fall 2020, 4:00-5:30 Live Online

September 18  Building Community, Dr. Jennifer Wolfe, The University of AZ

October 30 Critical Conversations in Teaching Students Mathematics, Dr. Farshid Safi, University of Central Florida

List of 20 for 2020Gerrymandering: When equivalent is not equal! 

November 20  Diversity, Inclusion, Equity, and Settler Colonialism in Mathematics, Dr. Belin Tsinnajinnie, Santa Fe Community College, NM

Spring 2021, 4:00-5:30 Live Online

February 19 They had Five Apples: What's Preventing Us from Integrating Queer Theory into the Classroom?  Bailey Cooper, AZ Noyce Scholar, Mathematics Major, SMEP, University of AZ

March 26  Developing Social Emotional Learning in Your Life and in the Classroom, Lucas Smith and Marley Murrel, AZ Noyce Scholars, Voices from the Field, Amphitheater H.S.

April 30  Culmination of AZ Noyce Project, Video: Celebration of AZ Noyce

Fall 2019, 4:00-5:30, ENR2-S-395

September 20 Understanding Gender and its Relationship to Developing Positive Maths Identities , Melissa Hosten, University of AZ, Department of Mathematics, Center for Recruitment and Retention (CRR)

October 18 Beyond Diversity/Multiculturalism: Becoming Equity Literate, Dr. Richard Orozco, University of AZ, College of Education

November 22 Nora Ramirez, TODOS: Mathematics for ALL, Executive Director

 Spring 2020, 3:30-5:00 p.m., ENR2-S-395

January 31 Mathematics for Human FlourishingDr. Francis Su, Harvey Mudd University. 

February 28  Rehumanizing Mathematics, Dr. Rochelle Gutierrez, University of Illinois, Urbana-Champaign.   The Need to Rehumanize Mathematics 

March 27 Cheryl S Gerken, AZPM | Arizona Public Media, Live Online

April 17 The Mathematics of the Spread of Diseases, Dr. Kamuela Yong, University of Hawai'i-West O'ahu, Live Online

The Mathematics of a Pandemic  
How many people could be infected by the first COVID-19 death? 

Fall 2018, 3:30-5:30, ENR2-S-395

September 28   Against All Odds: Creating A Culture of Inclusion and Equity in the Mathematics Classroom, Dr. Sandra Crespo, Michigan State University, Reading:  Cultural Narratives and Status Hierarchies

October 26  A Diamond is a Diamond: The Core Five Components to Social Justice, Dr. Sherard Robbins

November 30 Culturally Responsive Mathematics Education: SPARKS in TUSD, Dr. Rodrigo Gutierrez, Department of Mathematics, Rebeka Denson, Omar Sotelo, Lorenzo Lopez and Norma Gonzalez, TUSD

Reading:  Framing Equity: Helping Students “Play the Game” and “Change the Game”

Spring 2019, 3:30-5:30, ENR2-S-395

February 1  Constantly Connected, Carefully Curated: Using Digital Media for Critical Mathematical Inquiry, Dr. Lynette Guzmán, Department of Mathematics

March 29 Oh, What a Tangled Web we Weave: The Roller Coaster Ride that is Mathematics Identity, DrMaggie Hackett, Director of K-12 Mathematics and Science, Sunnyside Unified School District

April 12   Mathematical conversations with Mexican mothers: Why teachers should care, Fany Salazar, Department of Mathematics, Reading: Learning Mathematics with Adult Learners: Drawing from Parents' Perspectives

Fall 2017, 3:30-5:00 PM, ENR2-S-395

September 8    Culturally Relevant Pedagogy, Dr. Mark Ellis, CSU, Fullerton

October 6         Noyce Fellows - Summer Internships

November 3     Sheltered English Instruction: An Integrated Social Studies-Mathematics Task, Dr. Mary Carol Combs, Department of Teaching, Learning and Sociocultural Studies  

December 1    Academic Mindsets, Melissa Hosten, Department of Mathematics

Spring 2018, 3:30-5:00 PM, ENR2-S-395

February 2  Identity and Narrative, Dr. Lynette Guzmán, Department of Mathematics

March 23   Developing Counter-narratives About Students Through Anti-deficit Teaching, Dr. Aditya Adiredja, Reading

April 20  Equity is about Maintaining a Positive Cultural Identity while Constructing a Mathematical Disposition, Dr. Roberta Hunter, Massey University, New Zealand, Reading

Fall 2016, 2:00-3:30 p.m., ENR2 S-395

September 16     Orientation (slides)

October 7            Funds of Knowledge, Dr. Marta Civil, Department of Mathematics

November 18      Sheltered English Instruction, Dr. Mary Carol Combs, 

December 2        Noyce Fellows, Semester Experiences

Spring 2017, 3:30-5:00 p.m., ENR2 S-395

February 3     Complex Instruction, Dr. Marcy Wood, Department of Teaching, Learning and Sociocultural Studies  

March 3         Equity & Mathematics Education, Melissa Hosten, Department of Mathematics (slides)  

April 21          Noyce Fellows, Semester Experiences