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Mathematical Science Teachers, Postsecondary

SOC 25-1022.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers the full instructional, curricular, assessment, and mentorship responsibilities of postsecondary mathematical science teachers across emerging through advanced career stages in university and college settings.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Undergraduate course lectures — prepare and deliver introductory presentations on topics such as calculus or linear algebra under the guidance of a supervising faculty mentor in a university classroom setting.
  2. Examination materials — compile and administer assessments for lower-division mathematics courses using departmentally approved templates and rubrics under faculty supervision.
  3. Student work — evaluate and grade routine homework assignments and quizzes using provided answer keys and grading guidelines in a postsecondary instructional context.
  4. Course syllabi and handouts — prepare standard course materials by adapting existing departmental templates for use in an introductory undergraduate mathematics course.
  5. Student attendance and grade records — maintain accurate logs using university learning management systems under the procedural guidance of senior faculty.
  6. Classroom discussions — initiate and facilitate structured student exchanges on foundational mathematical concepts by following discussion protocols established by the course coordinator.
  7. Office hours — maintain regularly scheduled sessions to provide academic guidance to undergraduate students in a university mathematics department.
  8. Mathematical reasoning problems — apply deductive and inductive reasoning to explain standard proof techniques to students encountering formal mathematics for the first time.
  9. Analytical software tools — use course-approved platforms such as MATLAB or Mathematica to demonstrate mathematical concepts during scheduled laboratory or recitation sessions.
  10. Active listening and social awareness — observe student comprehension signals during lectures and adjust pacing or examples in response, under the mentorship of experienced instructors.
Developing
Mid-level / Established
  1. Lecture series for undergraduate and introductory graduate courses — design and deliver coherent instructional sequences on topics such as differential equations and discrete mathematics with reduced supervisory oversight.
  2. Examinations and assessments — compile, administer, and grade course-level evaluations independently, applying consistent grading criteria aligned with course learning objectives in a postsecondary mathematics department.
  3. Student assignments and papers — evaluate written mathematical work with attention to rigor, notation, and logical structure across multiple course sections in a university setting.
  4. Course materials — revise and update syllabi, problem sets, and supplementary handouts based on student performance data and emerging pedagogical best practices.
  5. Curricula review — participate in departmental curriculum evaluation meetings, offering evidence-based suggestions for improving content sequencing and instructional methods.
  6. Student records — manage and maintain complete and compliant attendance, grade, and advising records using university database and scheduling systems with minimal administrative support.
  7. Classroom discussion facilitation — moderate mathematically rigorous Socratic dialogues that develop students' critical thinking and proof-writing skills in an upper-division course environment.
  8. Complex problem-solving instruction — guide students through multi-step, non-routine mathematical problems by applying learning strategies tailored to diverse student preparation levels.
  9. Word processing and spreadsheet software — produce professionally formatted course documents, grade books, and student progress reports independently for departmental records.
  10. Time management planning — coordinate teaching responsibilities, office hours, grading deadlines, and research obligations across a full semester course load in a research-active university.
Proficient
Senior / Expert IC
  1. Graduate and upper-division undergraduate lectures — autonomously design and deliver advanced instruction on topics such as real analysis, abstract algebra, or topology, adapting content to diverse learner backgrounds in a doctoral-granting department.
  2. Comprehensive assessment systems — independently develop, administer, and evaluate a full suite of examinations, projects, and written papers that measure both procedural fluency and mathematical reasoning in a postsecondary context.
  3. Non-routine student work — assess and provide substantive written feedback on graduate-level proofs, theses chapters, and research expositions, applying expert judgment about mathematical validity and communication quality.
  4. Curriculum design and revision — independently lead the planning, evaluation, and revision of course content and instructional methods for a mathematics program sequence, incorporating current disciplinary and pedagogical research.
  5. Interdisciplinary course materials — develop innovative syllabi and handouts that integrate computational tools, real-world applications, and primary literature to enhance student engagement and disciplinary depth.
  6. Student academic advising — provide sustained mentorship and guidance to undergraduate and graduate students during office hours and advising sessions, supporting degree planning and research development in a university mathematics department.
  7. Classroom discourse management — facilitate high-level seminar discussions that require students to construct, critique, and refine mathematical arguments autonomously in graduate-level course environments.
  8. Learning strategy differentiation — apply evidence-based instructional approaches to address varied levels of mathematical preparation and learning needs across a heterogeneous student population.
  9. Analytical and scientific software integration — incorporate tools such as Mathematica, R, or Python seamlessly into course delivery and assessment to support computational mathematics pedagogy.
  10. Systems evaluation — assess the effectiveness of instructional methods and course structures by analyzing student performance trends and implementing data-informed improvements across a full academic year.
Advanced
Lead / Principal / Executive
  1. Mathematics program curriculum — lead the comprehensive design, evaluation, and reform of undergraduate and graduate mathematics curricula at the departmental or college level, aligning content with national standards and institutional strategic goals.
  2. Faculty instructional development — mentor junior faculty and graduate teaching assistants in evidence-based pedagogical methods, providing structured feedback on teaching practice within a university mathematics department.
  3. Examination and assessment policy — establish departmental standards and policies for assessment design, grading equity, and academic integrity across all course levels and instructors.
  4. Scholarly course materials and textbooks — author or edit advanced instructional resources, including textbooks, open-access course notes, and problem sets, that contribute to the broader mathematical education community.
  5. Graduate student mentorship — direct the academic and professional development of doctoral students, overseeing dissertation research, qualifying examinations, and career preparation in a research-intensive postsecondary environment.
  6. Institutional curriculum governance — represent the mathematics department on university curriculum committees, advocating for program priorities and leading cross-disciplinary course articulation and policy decisions.
  7. High-level classroom discourse — design and model transformative seminar and lecture formats that cultivate independent mathematical inquiry and scholarly habits of mind among advanced graduate students.
  8. Strategic advising and outreach — build advising frameworks and student-support initiatives that improve retention and degree completion across the mathematics program, coordinating with institutional student success offices.
  9. Technology and learning environment strategy — lead departmental adoption of analytical software platforms, online learning tools, and database systems to modernize mathematics instruction at scale.
  10. Disciplinary leadership and knowledge dissemination — present pedagogical and mathematical research at national conferences, publish in peer-reviewed venues, and serve in editorial or leadership roles that advance the field of mathematical science education.

AI-at-Work Competency Framework

Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

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Sources:Pathsmith™ Durable SkillsPathsmith™ Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Source anchors that ground each statement

Related titles
Actuarial Science Professor · Actuarial Science Teacher · Adjunct Instructor · Adjunct Lecturer · Adjunct Mathematics Instructor · Adjunct Mathematics Professor (Adjunct Math Professor) · Adjunct Professor · Algebra Teacher · Assistant Professor · Associate Professor · Biometry Teacher · Biostatistics Professor
RAPIDS apprenticeships
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O*NET skills
MathematicsSpeakingInstructingReading ComprehensionActive ListeningCritical ThinkingLearning StrategiesMonitoringWritingActive LearningComplex Problem SolvingJudgment and Decision MakingSystems EvaluationTime ManagementSocial PerceptivenessCoordinationService Orientation
Knowledge domains
MathematicsEducation and TrainingEnglish LanguageComputers and Electronics
Abilities
Mathematical ReasoningOral ExpressionNumber FacilityOral ComprehensionDeductive ReasoningWritten ComprehensionSpeech ClarityWritten ExpressionInductive ReasoningNear Vision
Work styles
Intellectual CuriosityDependabilityAttention to DetailAchievement OrientationSocial OrientationIntegrity
Technology
Computer based training softwareData base user interface and query softwareCalendar and scheduling softwareWord processing softwareAnalytical or scientific softwareInformation retrieval or search softwareElectronic mail softwareOptical character reader OCR or scanning softwareSpreadsheet softwareOffice suite software
Tasks · seed anchors for statements
  1. Compile, administer, and grade examinations, or assign this work to others.
  2. Evaluate and grade students' class work, assignments, and papers.
  3. Prepare and deliver lectures to undergraduate or graduate students on topics such as linear algebra, differential equations, and discrete mathematics.
  4. Maintain student attendance records, grades, and other required records.
  5. Prepare course materials, such as syllabi, homework assignments, and handouts.
  6. Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
  7. Maintain regularly scheduled office hours to advise and assist students.
  8. Initiate, facilitate, and moderate classroom discussions.
CIP education codes
13.131126.110227.010127.010227.010327.010427.010527.019927.030127.030427.030527.030627.039927.050127.050227.050327.059927.060127.999930.080130.500138.010252.1302

Sources: O*NET v30.2 (CC BY 4.0), SkillsCrosswalk.com, LER.me®, Anthropic Economic Index, SAFI (Jadhav & Danve, 2026), WEF Skills Taxonomy 2021, Pathsmith™ Durable Skills Framework. © 2026 EBSCOed.