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Math Curriculum Developer Jobs in Mississippi (NOW HIRING)

Emphasizes recognizing when to apply specific techniques and connects advanced calculus to physics, engineering, and computational mathematics applications. * Curriculum Awareness & Adaptive ...

Calculus 3 Tutor

Starkville, MS · Remote

$18 - $40/hr

Curriculum Awareness & Adaptive Instruction: Familiar with Calculus III curricula and common ... engineering-focused problems for STEM majors and advanced mathematics students. * Effective ...

Deep knowledge of FE Civil examination content covering mathematics, probability and statistics ... Curriculum Awareness & Adaptive Instruction: Familiar with FE Civil examination specifications and ...

Curriculum Awareness & Adaptive Instruction: Familiar with biomedical engineering curricula and common challenges such as integrating biology with engineering mathematics, understanding physiological ...

College of Science, Engineering and Technology, College of Business, College of Education and Human ... Teaching skills with an understanding of curriculum development, assessments and learning goals.

OAR Tutor

Starkville, MS · Remote

$18 - $40/hr

Curriculum Awareness & Adaptive Instruction: Familiar with OAR examination content and common challenges such as math skills gaps, mechanical reasoning without engineering background, and reading ...

... engineering and physics coursework. * Conceptual Teaching & Problem-Solving: Skilled at breaking ... Curriculum Awareness & Adaptive Instruction: Familiar with multivariable calculus curricula and ...

Showing results 21-40

Math Curriculum Developer information

See Mississippi salary details

$24.1K

$56.9K

$78.6K

How much do math curriculum developer jobs pay per year?

As of Sep 2, 2026, the average yearly pay for math curriculum developer in Mississippi is $56,941.00, according to ZipRecruiter salary data. Most workers in this role earn between $45,500.00 and $61,100.00 per year, depending on experience, location, and employer.

What is a math curriculum developer?

Math curriculum developers are education professionals who design, evaluate, and update mathematics instructional materials and programs for schools or educational organizations. Their work involves aligning math content with educational standards, integrating effective teaching strategies, and ensuring materials are appropriate for students' grade levels. They often collaborate with teachers, administrators, and subject matter experts to create resources that foster student learning and engagement. Math curriculum developers also analyze feedback and data to refine and improve math curricula over time.

What does a math curriculum developer do?

A math curriculum developer creates instructional content for math students. In this position, you usually develop math lessons for K-12 students. Some curriculum designers focus only on the curriculum for elementary or high school classes. Your duties include creating a curriculum that meets the learning requirements and educational needs of students in a particular grade. Your lesson plan can consist of textbooks, workbooks, and computer content. Your duties can include assessing student test scores to define areas that need improvement. You then create plans that address those areas. Your responsibilities usually include creating different lesson plans for students in each grade level.

What are the key skills and qualifications needed to thrive as a math curriculum developer, and why are they important?

To thrive as a Math Curriculum Developer, you need a solid background in mathematics, curriculum design, and educational standards, typically supported by a degree in education or mathematics. Familiarity with learning management systems (LMS), digital authoring tools, and state or national math standards (such as Common Core) is crucial. Strong communication, creativity, and collaboration skills help in crafting engaging content and working effectively with educators and stakeholders. These skills ensure the development of effective and relevant math curricula that enhance student learning and meet educational goals.

How does a math curriculum developer typically collaborate with teachers and subject matter experts during the curriculum design process?

Math Curriculum Developers frequently work closely with classroom teachers and subject matter experts to ensure that new materials are both pedagogically sound and practical for real-world classroom use. This collaboration often involves conducting needs assessments, gathering feedback on draft materials, and participating in iterative review cycles. Developers may also observe classroom instruction or facilitate pilot programs to identify areas for improvement, ensuring the curriculum aligns with educational standards and meets students' needs. Regular communication and teamwork are essential parts of the role.

What are the most commonly searched types of Math Curriculum Developer jobs in Mississippi?

The most popular types of Math Curriculum Developer jobs in Mississippi are:

What are popular job titles related to Math Curriculum Developer jobs in Mississippi?

For Math Curriculum Developer jobs in Mississippi, the most frequently searched job titles are:

What job categories do people searching Math Curriculum Developer jobs in Mississippi look for?

The top searched job categories for Math Curriculum Developer jobs in Mississippi are:

Infographic showing various Math Curriculum Developer job openings in Mississippi as of August 2026, with employment types broken down into 69% Full Time, and 31% Part Time. Highlights an 94% In-person, and 6% Remote job distribution, with an average salary of $56,941 per year, or $27.4 per hour.

ELECTRONICS ENGINEER

U.S. Department of Defense (DOD)

Stennis Space Center, MS • On-site

$74K/yr

Full-time

This job post has expired 2 days ago. Applications are no longer accepted.


U.S. Department Of Defense rating

7.9

Company rating: 7.9 out of 10

Based on 539 frontline employees who took The Breakroom Quiz

27th of 49 rated military and defense


Job description

You will serve as a ELECTRONICS ENGINEER in the ENGINEERING DEPARMENT (N7) of NAVOCEANO BAY ST LOUIS.Qualifications:In addition to the Basic Requirements for this position, your resume must also demonstrate at least one year of specialized experience at or equivalent to the GS-09 grade level or pay band in the Federal service or equivalent experience in the private or public sector. Specialized experience must demonstrate the following:
  • Experience providing field support for oceanographic/hydrographic/acoustic survey systems.
  • Experience identifying engineering problems, finding solutions, and recommending solutions to senior personnel.
  • Experience collecting data, analyzing data, and presenting findings to senior personnel.
  • Experience assisting senior engineers with repairing, maintaining, and operating multiple unmanned systems (UxS).
  • Experience assisting senior engineers with designing, interfacing, and testing oceanographic, hydrographic, and unmanned instrumentation systems.
Additional qualification information can be found from the following Office of Personnel Management website:
https://www.opm.gov/policy-data-oversight/classification-qualifications/general-schedule-qualification-standards/#url=List-by-Occupational-Series
https://www.opm.gov/policy-data-oversight/classification-qualifications/general-schedule-qualification-standards/0800/electronics-engineering-series-0855/
Experience refers to paid and unpaid experience, including volunteer work done through National Service programs (e.g., professional, philanthropic, religious, spiritual, community, student, social). Volunteer work helps build critical competencies, knowledge, and skills and can provide valuable training and experience that translates directly to paid employment.Education:Applicants must meet the following positive education qualifications requirements of the Office of Personnel Management (OPM) Qualifications Standards Manual: Applicants must posses:
A. Degree: Engineering. To be acceptable, the program must: (1) lead to a bachelor's degree in a school of engineering with at least one program accredited by ABET; or (2) include differential and integral calculus and courses (more advanced than first-year physics and chemistry) in five of the following seven areas of engineering science or physics: (a) statics, dynamics; (b) strength of materials (stress-strain relationships); (c) fluid mechanics, hydraulics; (d) thermodynamics; (e) electrical fields and circuits; (f) nature and properties of materials (relating particle and aggregate structure to properties); and (g) any other comparable area of fundamental engineering science or physics, such as optics, heat transfer, soil mechanics, or electronics.
OR
B. Combination of education and experience -- college-level education, training, and/or technical experience that furnished (1) a thorough knowledge of the physical and mathematical sciences underlying engineering, and (2) a good understanding, both theoretical and practical, of the engineering sciences and techniques and their applications to one of the branches of engineering. The adequacy of such background must be demonstrated by one of the following:
1. Professional registration or licensure -- Current registration as an Engineer Intern (EI), Engineer in Training (EIT)1, or licensure as a Professional Engineer (PE) by any State, the District of Columbia, Guam, or Puerto Rico. Absent other means of qualifying under this standard, those applicants who achieved such registration by means other than written test (e.g., State grandfather or eminence provisions) are eligible only for positions that are within or closely related to the specialty field of their registration. For example, an applicant who attains registration through a State Board's eminence provision as a manufacturing engineer typically would be rated eligible only for manufacturing engineering positions.
2. Written Test -- Evidence of having successfully passed the Fundamentals of Engineering (FE)2 examination or any other written test required for professional registration by an engineering licensure board in the various States, the District of Columbia, Guam, and Puerto Rico.
3. Specified academic courses -- Successful completion of at least 60 semester hours of courses in the physical, mathematical, and engineering sciences and that included the courses specified in the basic requirements under paragraph A. The courses must be fully acceptable toward meeting the requirements of an engineering program as described in paragraph A.
4. Related curriculum -- Successful completion of a curriculum leading to a bachelor's degree in an appropriate scientific field, e.g., engineering technology, physics, chemistry, architecture, computer science, mathematics, hydrology, or geology, may be accepted in lieu of a bachelor's degree in engineering, provided the applicant has had at least 1 year of professional engineering experience acquired under professional engineering supervision and guidance. Ordinarily there should be either an established plan of intensive training to develop professional engineering competence, or several years of prior professional engineering-type experience, e.g., in interdisciplinary positions. (The above examples of related curricula are not all inclusive.)
Note: An applicant who meets the basic requirements as specified in A or B above, except as noted under B.1., may qualify for positions in any branch of engineering unless selective factors indicate otherwise.
***TRANSCRIPTS ARE REQUIRED TO SHOW PROOF OF MEETING EDUCATION REQUIREMENT SHOWN ABOVE***
Employment Type: OTHER

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