AZ Noyce MaTh Program

National Science Foundation  -  AZ Noyce Mathematics Teaching (MaTh)

SMEP Noyce Grant featured on Channel 4 News:




The University of AZ Mathematics Department was awarded a Robert Noyce Award from the National Science Foundation to increase the number of mathematics teachers graduating from the Secondary Mathematics Education Program (SMEP).  AZ Noyce Mathematics Teaching (MaTh) 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. The program is characterized by involving a community of mathematics and mathematics education faculty, undergraduates, teachers, secondary math students and their families in a collective effort to prepare high-quality math teachers. While the program is designed for University of Arizona students to work with students from local school districts, it has the potential to become a model for other programs across the country; especially in the way prospective teachers interact with the local community and learn to incorporate their culture and language as educational assets.

AZ MaTh prepares secondary mathematics teachers with strong content and pedagogical knowledge as well as a deep understanding of cultural and linguistic aspects in the teaching and learning of mathematics to diverse students. The overall goals of the AZ Noyce MaTh Program are:  (1) To promote secondary mathematics teaching as a viable and engaging career choice for talented undergraduate students in mathematics, and other science, technology, engineering and mathematics (STEM) related fields; (2) To recruit undergraduate students into the STEM teacher pipeline, with an emphasis on academic merit, and to increase the number of SMEP graduates in the Department of Mathematics; (3) To create a sustainable recruitment program for future mathematics teachers that includes significant and substantial experiences to work with middle and high school students; and (4) To enhance our Secondary Mathematics Education Program to prepare future mathematics teachers for excellence in teaching and working with ethnically and linguistically diverse students—in AZ and nationwide.

Apply for the AZ Noyce MaTh Program

SEMESTER INTERNSHIP (application) - Deadlines to apply: May 1 (fall semester), December 1 (spring semester)

SUMMER ALGEBRA ACADEMY INTERNSHIP (application) - Deadline to apply:  May 1

Noyce Internships are provided for undergraduate students in STEM fields interested in participating in the AZ Noyce MaTh activities to consider becoming mathematics teachers.  Undergraduates can apply for semester-long experiences in Tutoring at local middle or high schools, teaching in an After School Math Club, becoming a Math UTA (undergraduate teaching assistant) for a university mathematics course (MATH 100, 302A, 302B) or teaching in a summer internship in the UA Early Academic Outreach Algebra Academy. Internship stipends will be awarded for $1,250 per academic semester and $2,000 for summer.  Send application to

NOYCE SCHOLARSHIP (application) - Deadlines to apply: May 1 (fall semester), December 1 (spring semester)

Noyce Scholarships for $10,000 are provided for undergraduate Mathematics Majors in the Secondary Mathematics Education Program in the junior and senior years.  The AZ Noyce MaTh 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-need local educational agency 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 school teachers not teaching in the content area in which they were trained to teach; or (c) a high teacher turnover rate.  Many school districts meet this criteria locally and across the country.



Fall 2016, Fridays, 2:00-3:30 p.m., ENR2 S-395

September 16     Orientation (slides)

October 7            Dr. Marta Civil, Funds of Knowledge 

November 18      Dr. Mary Carol Combs, Sheltered English Instruction

December 2        Noyce Fellows, Semester Experiences

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

February 3     Dr. Marcy Wood, Complex Instruction

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

April 21          Noyce Fellows, Semester Experiences 

Fall 2017, Fridays, 3:30-5:00 PM, ENR2-S-395

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

October 6         Noyce Fellows - Summer Internships

November 3     Dr. Mary Carol Combs, Sheltered English Instruction: An Integrated Social Studies-Mathematics Task  

December 1     Melissa Hosten, Academic Mindsets

Spring 2018, Fridays, 3:30-5:00 PM, ENR2-S-395

February 2   Dr. Lynette Guzmán, Identity and Narrative

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

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

Fall 2018

Spring 2019

Fall 2019 Spring 2020
Fall 2020 Spring 2021

Project Leaders: Jennifer Eli, Rebecca McGraw, Cynthia Anhalt (PI) & Marta Civil

Michelle Higgins, Evaluation, Mary Carol Combs, Affiliate Faculty, Demetria Murray, Project Manager

College of Science, Department of Mathematics, National Science Foundation Award 1557255