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Job outlook for developmental mathematics instructors in the United States
Are developmental mathematics instructor jobs in demand?
Developmental mathematics instructor job and salary trends over time
Developmental mathematics instructor jobs over time
Developmental mathematics instructor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 189 | 0.00% |
| 2020 | 212 | 0.00% |
| 2019 | 219 | 0.00% |
| 2018 | 219 | 0.00% |
| 2017 | 217 | 0.00% |
Average developmental mathematics instructor salary over time
Developmental mathematics instructor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $51,852 | $24.93 | --0.1% |
| 2024 | $51,880 | $24.94 | +0.6% |
| 2023 | $51,557 | $24.79 | +3.3% |
| 2022 | $49,923 | $24.00 | +2.0% |
| 2021 | $48,945 | $23.53 | +3.5% |
Developmental mathematics instructor jobs by state
Most common states for developmental mathematics instructors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Colorado | 5,607,154 | 497 | 9% |
| 2 | Wyoming | 579,315 | 51 | 9% |
| 3 | South Carolina | 5,024,369 | 382 | 8% |
| 4 | Montana | 1,050,493 | 82 | 8% |
| 5 | Georgia | 10,429,379 | 740 | 7% |
| 6 | North Carolina | 10,273,419 | 668 | 7% |
| 7 | Virginia | 8,470,020 | 631 | 7% |
| 8 | Oregon | 4,142,776 | 281 | 7% |
| 9 | Delaware | 961,939 | 66 | 7% |
| 10 | Alaska | 739,795 | 51 | 7% |
| 11 | New Jersey | 9,005,644 | 470 | 5% |
| 12 | Massachusetts | 6,859,819 | 327 | 5% |
| 13 | Maryland | 6,052,177 | 285 | 5% |
| 14 | Iowa | 3,145,711 | 162 | 5% |
| 15 | Nevada | 2,998,039 | 139 | 5% |
| 16 | Rhode Island | 1,059,639 | 48 | 5% |
| 17 | South Dakota | 869,666 | 40 | 5% |
| 18 | North Dakota | 755,393 | 39 | 5% |
| 19 | Vermont | 623,657 | 34 | 5% |
| 20 | California | 39,536,653 | 1,686 | 4% |
Most common cities for developmental mathematics instructors
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Los Angeles | 1 | 0% | $79,173 |
Developmental Mathematics Instructor job outlook: Expert opinions
Our panel of developmental mathematics instructor experts
Wittenberg University
Slippery Rock University of Pennsylvania
Belmont University
Fairfield University
Brigham Young University - Hawaii
Aquinas College
Bluffton University
Alyssa Hoofnagle Ph.D.
Assistant Professor of MathematicsWittenberg University
Mathematics Department
What skills stand out on Developmental Mathematics Instructor resumes?
Alyssa Hoofnagle Ph.D.: The skills we look for when reviewing math educator resumes involve both technical and non-technical abilities. The person should have enough technical experience so that s/he can explain mathematical concepts clearly to new learners. That means educators should understand all fields of undergraduate mathematics, including calculus, algebra, analysis, and even some statistics. Another aspect of mathematics is being able to clearly write mathematical proofs, so good technical writing skills are necessary too. Finally, from an educator's perspective, good oral communication skills and a focus on educating students with different learning needs are really important at a teaching-focused university like Wittenberg. Engaging with the students in the material has been shown to be the most effective method of teaching mathematics, so educators should be able to incorporate active learning techniques into their classrooms.
What skills will help Developmental Mathematics Instructors earn the most?
Alyssa Hoofnagle Ph.D.: Careers in data science and computer science are in high demand right now due to many industries collecting and analyzing data in new ways, so I think the skills necessary to be successful in those careers will most likely lead to the highest earning potential. Again, technical skills involving mathematics, statistics, and computer programming are essential. However, these careers also involve working in both the technical arena as well as non-technical areas. So, applicants should be able to not only work on solving these technical problems but also be able to explain the process and results to those outside of their field. This means applicants need to develop and refine their communication skills so that they can share the necessary and relevant information with others.
Dr. Jana Asher
Assistant Professor, Director of Statistics EducationSlippery Rock University of Pennsylvania
Department of Mathematics and Statistics
What soft skills should all Developmental Mathematics Instructors possess?
Dr. Jana Asher: Strong written and oral communication skills are essential in a mathematics department, whether at a community college or research university. Organizational and time management skills are also absolutely essential. A Mathematics Instructor can expect to teach 4-5 classes a semester. Keeping up with the demands of preparing lectures, maintaining the online course platform, meeting with students for office hours, and getting grading/feedback to students in a timely manner requires very good organization and time management.
Mathematics Instructors must also be able to adapt and be open to criticism. Most universities have students fill out course evaluations at the end of each semester; Mathematics Instructors need to be able to accept student criticism and use it to continuously improve their instruction.
What hard/technical skills are most important for Developmental Mathematics Instructors?
Dr. Jana Asher: First and foremost, problem-solving in a mathematics context! It is not enough for a Mathematics Instructor to know the basic material of the class; they must also be able to see new, novel problems and be able to solve them. When a Mathematics Instructor enjoys the problem-solving process and can communicate that enjoyment in the classroom, students also begin to enjoy problem-solving as well.
After that, skills with mathematical software packages and skills with online course management systems are most important.
Dr. Daniel Biles
Chair and ProfessorBelmont University
Mathematics and Computer Science Department
What soft skills should all Developmental Mathematics Instructors possess?
Dr. Daniel Biles: I believe there's a good possibility that the world will constantly change over the next few decades in ways that we cannot envision now. As a result, two very important soft skills are 1) adaptability and 2) learning new things independently. To strengthen the skill of adaptability, acquiring a broad background in math, computer science, data science, and statistics, and taking courses in science and business and even courses in the humanities would help. To build up the ability to learn new things independently, a person should read varied types of material, especially technical material and areas they are not familiar with. Other soft skills such as speaking, writing, and congeniality have always been important and will continue to be so.
What hard/technical skills are most important for Developmental Mathematics Instructors?
Dr. Daniel Biles: Generally, all future mathematics jobs will involve computers in some way. Having skills with current, heavily used software and programming languages, such as SPSS and Python, is big to land that first job. For the future, knowing anything and everything about computers should be helpful: programming, cybersecurity, software engineering, database management, numerical approximation, etc. Data is becoming increasingly important, so statistical, data science, and database skills will be helpful.
What skills will help Developmental Mathematics Instructors earn the most?
Dr. Daniel Biles: Two of the most lucrative mathematics-related positions are Data Scientist and Actuary. In this day and time, data is constantly being collected in pretty much every area of life. Data scientists skilled at processing and analyzing data are currently in high demand and are paid well. Some universities offer degrees in Data Science, but if one attends a university that does not have such a program, they can prepare for such a career by taking many mathematics, computer science, and statistics courses. Historically, actuaries are paid well, are in high demand, and have good job satisfaction. As more and more math/computer science-savvy graduates go into Data Science, it may be that actuarial students will be more in demand than ever. Again, some universities offer Actuarial Science degrees, but a student trained in mathematics (especially probability) and finance who knows some computer science and statistics should be of interest to companies hiring actuaries.
What are the biggest trends we'll see in the Developmental Mathematics Instructor job market given the pandemic?
Dr. Janet Struili: I am coming from a point of view that there is no one favorite profession for a math major--our graduates become teachers, data analysts, actuaries, but they also find jobs in various different fields: some of them go into health care as doctors or as physician assistants, some of them work in software companies or information technology. I see a trend on interest on data field--biostatistic and business analytics, but it is hard to know how will specifically develop for our majors.
I am sure that the jobs related to internet security will be a field in expansion, and companies will require more personal, but again it is hard to say whether this is will attract more math majors or majors from other stem disciplines.
What will help Developmental Mathematics Instructors increase their earning potential?
Scott Hyde: I think coding will be helpful. Combining fields will yield more earning potential more than it has in the past. Statistics and computers together with artificial intelligence have created the field of data science lately.
What are the biggest trends we'll see in the Developmental Mathematics Instructor job market given the pandemic?
Michael McDaniel Ph.D.: "Given the pandemic" is quite funny. I don't think anybody is going to make any predictions as if there's no pandemic. I am going to write as if you mean, during the pandemic, before the vaccine gets worldwide distribution. So, for the next year or two, the college grads are going to face an employment situation where not many businesses will be hiring. Kids will have to take an entry-level job, lower than they might have hoped in 2019: shipping, any kind of food handling. Biotech will continue to beg for technicians.
If the vaccine does its job, some old poops should retire. That should help a bit.
Stephen Harnish Ph.D.
Professor and ChairBluffton University
Mathematical and Natural Sciences Department
What are the biggest trends we'll see in the Developmental Mathematics Instructor job market given the pandemic?
Stephen Harnish Ph.D.: I expect to see continued demand for mathematics teachers at all levels, and especially to replace some early retirements due to COVID-19. Here is one caveat. There seem to be temporary uncertainties of sustained enrollments at medium to large universities cutting back on in-person classes. With smaller class sizes, careful public health guidance, and planning of safe social activities, Bluffton has done reasonably well and has even seen increases in transfers since we successfully met face-to-face throughout the fall. The post-holiday spring before wide-spread vaccinations is yet to unfold on the pandemic front. This will impact state-mandated restrictions and will require each academic institution to discern their best response.
There should be continued demand for data analysts for industry, scientific research, insurance companies, and traditional actuarial work. Many of our graduates in such fields are enjoying more flexibility with virtual work from home, although we all know the down-side of less face-to-face interaction.
Finally, demand continues for computationally-trained mathematicians and scientists to assist HPC (high performance computing) use in the sciences, biotech, and pharma. The pandemic has evoked an "all hands on deck" response, including HPC for COVID-19 research and development of treatments and vaccines.