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Bachelors In Math Jobs in Champaign, IL (NOW HIRING)

Saige Partners

Test Automation

Champaign, IL

$95K - $125K/yr

Required Bachelor's degree in a STEM-related field such as Computer Science, Engineering, Mathematics, or a related discipline. Experience programming in at least one modern object-oriented language ...

Saige Partners

Java Developer

Champaign, IL

$100K - $140K/yr

Required Bachelor's degree in Computer Science, Engineering, Mathematics, or a related technical discipline. Strong programming experience with Java 8 or newer, with experience in Java 17+ preferred.

Excel Prep

Teacher

Champaign, IL · On-site

... mathematics with mastery, fluency, and generalization. * Clinical ABA Program: Cognition ... Bachelor's degree in Education or Special Education (Illinois teaching license or eligibility; LBS1 ...

ExcelPrep Schools

Teacher

Champaign, IL · On-site

... mathematics with mastery, fluency, and generalization. * Clinical ABA Program: Cognition ... Bachelor's degree in Education or Special Education (Illinois teaching license or eligibility; LBS1 ...

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Bachelors In Math information

See Champaign, IL salary details

$22.5K

$58.9K

$94.6K

How much do bachelors in math jobs pay per year?

As of Aug 8, 2026, the average yearly pay for bachelors in math in Champaign, IL is $58,923.00, according to ZipRecruiter salary data. Most workers in this role earn between $45,100.00 and $70,100.00 per year, depending on experience, location, and employer.

What is a bachelor's in math?

A Bachelor's in Math is an undergraduate degree that focuses on mathematical theory, problem-solving, and analytical thinking. Students study topics like calculus, algebra, statistics, and discrete mathematics, often combining theoretical coursework with practical applications. This degree prepares graduates for diverse careers in fields such as finance, data analysis, education, and technology, or for further study in graduate programs. It helps develop strong logical reasoning and quantitative skills that are valuable in many industries.

What types of entry-level roles are typically available to candidates with a bachelor's in math, and how do these roles support professional growth?

Graduates with a Bachelor's in Math often find entry-level roles in data analysis, actuarial science, finance, and education. These positions commonly involve problem-solving, statistical analysis, and interpreting complex data. Many employers offer structured training, mentorship, and opportunities to work on cross-functional teams, which help new hires build valuable skills and expand their professional network. Over time, experience in these roles can lead to advancement into specialized analytical positions, management, or further study in applied mathematics or related fields.

What are the key skills and qualifications needed to thrive with a bachelor's in math, and why are they important?

A Bachelor's in Math provides strong analytical, problem-solving, and quantitative reasoning skills, alongside a solid foundation in mathematical concepts. Proficiency with statistical software, programming languages like Python or R, and data analysis tools is often required in related careers. Effective communication, critical thinking, and attention to detail are valuable soft skills that help translate complex mathematical ideas to diverse audiences. These skills are vital for tackling real-world problems, supporting data-driven decisions, and advancing in analytical or technical roles.

Is a bachelor's in math worth it?

A bachelor's in math provides strong analytical, problem-solving, and quantitative skills that are valuable in fields such as finance, data analysis, and education. It can lead to diverse career opportunities, especially when combined with internships or certifications, though some roles may require advanced degrees or specialized training.

What can I do with a bachelor's in math?

A bachelor's in math prepares individuals for careers in fields such as data analysis, finance, actuarial science, teaching, and research. It develops skills in problem-solving, analytical thinking, and quantitative reasoning, which are valuable in various industries and often require proficiency with tools like spreadsheets and statistical software.

What jobs can you get with a bachelor of mathematics?

A Bachelor of Mathematics prepares individuals for roles such as data analyst, actuary, financial analyst, operations researcher, or statistician. These jobs often require strong analytical, problem-solving, and quantitative skills, and may involve working with statistical software or programming languages like R or Python.

What is the difference between Bachelors In Math vs Data Analyst?

AspectBachelors In MathData Analyst
Required CredentialsBachelor's degree in Math or related fieldBachelor's degree in Math, Statistics, or related field
Work EnvironmentAcademic, research, or industry settingsBusiness, finance, healthcare, tech companies
Industry UsageEducation, research, finance, techBusiness intelligence, marketing, finance, healthcare
Common Search/ComparisonYesYes

While both roles require a strong foundation in mathematics, a Bachelors In Math typically prepares individuals for academic, research, or specialized industry roles, whereas a Data Analyst focuses on interpreting data to inform business decisions. The skills overlap significantly, but Data Analysts often require additional training in data visualization and software tools.

What jobs can you get with a bachelor's in math?

A bachelor's in math qualifies individuals for roles such as data analyst, actuary, financial analyst, operations research analyst, and statistician. These jobs often require strong analytical, problem-solving, and quantitative skills, and may involve working with software like Excel, R, or Python in various industries including finance, insurance, technology, and government.
What are popular job titles related to Bachelors In Math jobs in Champaign, IL? For Bachelors In Math jobs in Champaign, IL, the most frequently searched job titles are:
What job categories do people searching Bachelors In Math jobs in Champaign, IL look for? The top searched job categories for Bachelors In Math jobs in Champaign, IL are:
What cities near Champaign, IL are hiring for Bachelors In Math jobs? Cities near Champaign, IL with the most Bachelors In Math job openings:
Bachelors In Math jobs near you
Infographic showing various Bachelors In Math job openings in Champaign, IL as of August 2026, with employment types broken down into 67% Full Time, 30% Part Time, 1% Temporary, 1% Contract, and 1% Nights. Highlights an 97% Physical, and 3% Remote job distribution, with an average salary of $58,923 per year, or $28.3 per hour.

2026/27 Physical Education Teacher | Pleasant Acres Elementary

ROE #9 Champaign-Ford County School Districts

Champaign, IL • On-site

$56K/yr

Full-time

Re-posted 26 days ago

Job description

Position Type:
Licensed Elementary School Teaching/Physical Education
Date Posted:
4/14/2026
Location:
Northview Elementary
Date Available:
08/12/2026
District:
Rantoul City Schools #137
Rantoul City Schools is hiring a Physical Education Teacher for our Pleasant Acres Elementary School beginning with the 2026/27 school year.
Starting date: August 12, 2026
Minimum Starting Salary: 0 Years of experience with Bachelors Degree $56,250.00
Maximum Starting Salary: 31 Years of experience with Masters Degree plus 60 additional hours $107,890.08
Why choose RCS? Here are three reasons, just to get started...
  • Our Students. Once you meet them, you will love them!
  • Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
  • Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers__all to support you and your students.

Apply Here
District, Salary & Benefit Information
For questions or more information about these positions please contact Heather Jacobs | Principal hjacobs@rcs137.org
Job Summary:
Under the direction of the Building Principal/Director of Special Services/Director of Curriculum, the Grade Level Teacher will plan and provide for appropriate learning experiences for students.
General Qualifications:
  • Possess a Bachelor's Degree (Education) or related field. Illinois Teaching Certificate.
  • Understanding and experience with curriculum design, planning and instruction.
  • Strong communication skills (written and oral).

Essential Job Skills:
Staff member will effectively perform the following duties in a timely manner:
  • Supervises students in a variety of school related settings.
  • Monitors and evaluate student outcomes.
  • Develops, selects and modifies instructional plans and materials to meet the needs of all students.
  • Monitors appropriate use and care of equipment, materials and facilities.
  • Plans, organizes and provides instruction based on Common Core State Standards.
  • Administers informal and formal assessments
  • Incorporates district initiatives within instruction (adopted programs/policies).
  • Evaluates and assesses student progress against instructional objectives.
  • Demonstrates knowledge and understanding of child growth and development, effective instructional strategies, classroom management, learning assessments, diagnosis, and research related to learning.
  • Demonstrates knowledge of educational research, trends, and best practices.
  • Provides written feedback to students.
  • Maintains accurate, efficient, and effective records for instructional and non-instructional purposes.
  • Manages classroom organization

Other Duties:
  • Communicates and interacts with students, parents, staff and community.
  • Works cooperatively with the administration and staff to schedule meetings.
  • Demonstrates knowledge of educational research, trends, and best practices.
  • Participates in district-wide and building committees related to educational and employment matters.
  • Performs other duties as assigned.

Teaching Framework Responsibilities:
Adapted from the Framework for Teaching. Charlotte Danielson.
  • The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships between concepts, and the instructional practices specific to that discipline.
  • The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for his/her students.
  • The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more than one type of learning and are aligned to the Common Core Standards.
  • The teacher is aware of the resources available through the school or district to enhance his/her own knowledge, to use in teaching, or for students who need them.
  • The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her students. The lesson or unit has a clear structure and is likely to engage students in learning.
  • The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for students.
  • The teacher's interactions with his/her students are friendly and demonstrate general caring and respect.
  • The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and student. Student engagement to the task at hand is consistent.
  • The teacher's management of instructional groups and/or the handling of materials and supplies are consistent. The teacher ensures that students follow established classroom routines.
  • The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student misbehavior is consistent, appropriate and respectful to students.
  • The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.
  • The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are explained clearly. The teacher's explanation of content is clear and accurate and connects with students' knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate to the students' ages and interests.
  • The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful response. The teacher engages all students in the discussion and encourages them to respond to one another.
  • The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to intellectually engage with their learning.
  • The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or students. Teacher feedback to students is regular and accurate. The teacher ensures students are aware of the assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of learning.
  • The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks approaches for students who have difficulty learning.
  • The teacher's reflection on a lesson provides an accurate and objective description. The teacher can make suggestions as to how the lesson might be improved.
  • The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.
  • The teacher participates in the professional community and in school and district events and projects. The teacher maintains positive and productive relationships with colleagues, administrators and parents.
  • The teacher participates in professional development based on an individual assessment of need and actively shares information with others. The teacher accepts and acts upon feedback from supervisors and colleagues.
  • The teacher displays a high level of ethics and professionalism in dealings with students, colleagues, administrators and parents and complies with school and district regulations.
  • The teacher supervises students or assists with supervision in both teaching and not teaching situations.
  • Other duties as assigned.

Mental Demands:
  • Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community
  • Ability to instruct students effectively and capably.
  • Ability to maintain emotional control under stress.
  • Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.

Working Conditions:
  • Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
  • Outdoor schoolyard and grounds, field trips ; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
  • Regular work attendance.

PHYSICAL JOB REQUIREMENTS: Indicate according to essential duties/responsibilities
Employee is required to:
Never
1-33%
Occasionall
34-66%
Frequently
66-100%
Continuously
Stand
X
Walk
X
Sit
X
Use hands dexterously (use fingers to handle,
X
Reach with hands and
arms
X
Climb or
balance
X
Stoop/kneel/crouch or crawl
X
Talk or hear
X
Smell
X
Physical (Lift & carry):
up to 10 pounds
X
up to 25 pounds
X
up to 50 pounds
X
up to 75 pounds
X
up to 100
X
more than 100 pounds
X
Approved February 12, 2015

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