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Math Internship Jobs in Madison, CT (NOW HIRING)

Yale New Haven Health

Pharmacy Intern

Hamden, CT · On-site

$16.50 - $20.50/hr

Interns are invited and encouraged to participate in educational activities within the Pharmacy ... SPECIAL SKILLS Proficiency in mathematical calculations; accuracy; problem solving; attention to ...

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All JobsMath JobsMath Internship JobsMath Internship Jobs in Madison, CT

Math Internship information

See Madison, CT salary details

$11

$18

$32

How much do math internship jobs pay per hour?

As of Aug 7, 2026, the average hourly pay for math internship in Madison, CT is $18.09, according to ZipRecruiter salary data. Most workers in this role earn between $14.38 and $20.24 per hour, depending on experience, location, and employer.

What is the difference between Math Internship vs Data Analyst?

AspectMath InternshipData Analyst
Required CredentialsTypically pursuing or recent graduate in Mathematics, Statistics, or related fieldsBachelor's degree in Mathematics, Statistics, Computer Science, or related fields
Work EnvironmentInternship programs in corporate, research, or academic settingsFull-time roles in corporate, finance, tech, or healthcare industries
Employer & Industry UsageEducational institutions, research labs, companies offering internship programsBusinesses analyzing data to inform decisions, improve processes, or develop products

Math internships are typically short-term, entry-level opportunities for students or recent graduates to gain practical experience in mathematical applications. Data analysts are full-time professionals responsible for interpreting data, creating reports, and supporting business decisions. While both roles require strong math skills, internships focus on learning and exposure, whereas data analyst roles involve ongoing responsibilities in data management and analysis.

What types of projects or tasks can I expect to work on during a math internship?

As a Math Intern, you'll typically engage in a variety of analytical tasks such as data analysis, statistical modeling, and assisting with research projects. Depending on the organization, you might work on real-world problems like optimizing processes, interpreting large datasets, or supporting ongoing studies with mathematical computations. Interns often collaborate with experienced mathematicians, data analysts, and other team members, which provides valuable opportunities to learn industry-standard tools and methodologies. These experiences help build both technical and professional skills, laying a strong foundation for future career growth.

What is a math internship?

A math internship is a temporary position that allows students or recent graduates to gain practical experience by applying mathematical concepts and skills in a real-world setting. These internships often involve working on projects related to data analysis, research, statistical modeling, or problem solving in industries such as finance, engineering, technology, or academia. Math internships provide valuable opportunities to learn from professionals, build a network, and enhance a resume, all while exploring potential career paths in mathematics.

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

To thrive as a Math Intern, you need a strong grasp of mathematical concepts, analytical thinking, and problem-solving abilities, often supported by coursework in mathematics or related fields. Familiarity with data analysis tools (like Excel, MATLAB, or Python), and statistical software is typically required. Strong communication, teamwork, and a willingness to learn help you stand out in collaborative, project-based environments. These skills are crucial for effectively contributing to real-world projects, interpreting data, and supporting more experienced professionals in the field.
What cities near Madison, CT are hiring for Math Internship jobs? Cities near Madison, CT with the most Math Internship job openings:
Math Internship jobs near you
Infographic showing various Math Internship job openings in Madison, CT as of June 2026, with employment types broken down into 2% As Needed, 73% Full Time, 20% Part Time, 1% Temporary, 2% Contract, and 2% Nights. Highlights an 90% Physical, 1% Hybrid, and 9% Remote job distribution, with an average salary of $37,629 per year, or $18.1 per hour.

Certified: Bilingual Math High School

Waterbury Public Schools

Waterbury, CT • On-site

$49K - $66K/yr

Full-time

Re-posted 12 days ago

Job description

Position Type:
Bilingual/Teacher
Date Posted:
5/27/2026
Location:
Kennedy High School
Date Available:
08/24/2022
Closing Date:
Until Filled
JOB CLASSIFICATION TITLE
Bilingual Math Teacher
DEPARTMENT
Teaching and Learning
BARGAINING UNIT CLASSIFICATION
Waterbury Teachers' Association CEA-NEA
REPORTS TO:
Receives administrative direction from the Principal or other administrative official of a higher grade
FLSA DESIGNATION
Exempt
PART I - SUMMARY OF CLASSIFICATION
This class is accountable for facilitating learning, academic achievement and personal development by providing instruction to students. This class also develops and implements curriculum and lesson plans, utilizes technology to facilitate learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population.
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
A. EDUCATION AND EXPERIENCE
General Experience:
  1. Possession of a Bachelor's degree from an accredited university or college.

Special Requirement:
  1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.

B. CREDENTIALS:
C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
  1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s): 029 Mathematics 7-12 and a Bilingual endorsement
  2. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.

D. KNOWLEDGE, SKILLS AND ABILITIES
  • Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;
  • Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
  • Knowledge of child development;
  • Knowledge of classroom management techniques;
  • Knowledge of instructional technologies;
  • Knowledge of learner outcomes;
  • Knowledge of learning theory, students' learning styles and needs, both academic and affective, and theories of multiple intelligences;
  • Knowledge of multicultural, gender and disability fair curriculum concepts;
  • Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
  • Some knowledge of community resources;
  • Excellent listening skills;
  • Skill in classroom management and organization;
  • Skill in classroom presentation;
  • Skill in human relations, mediation, conflict management and interpersonal interactions;
  • Skill in maintaining and developing reports;
  • Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
  • Ability to adapt teaching styles to diverse student populations;
  • Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
  • Ability to communicate effectively, both orally and in writing;
  • Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
  • Ability to multi task and be flexible;
  • Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
  • Ability to provide appropriate instruction in core subjects;
  • Ability to utilize computer and multimedia technology, as appropriate;
  • Ability to work in a cooperative learning environment;
  • Ability to work with individuals from diverse backgrounds.

PART III - POSITION SUPERVISES
  1. May direct the work of paraprofessionals.

PART IV - ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
  • Advises, assists, and supervises students, as appropriate, with internships, volunteering and community service projects, securing training stations and employment including employment forms, and regarding various District, State and national competitions;
  • Evaluates student performance through examinations, homework assignments, and other methods, promoting student achievement, maintaining the required student records, and, submits required reports, including report cards, to the principal or other school administrators, assessing students' academic, behavioral and vocational needs, determining student mastery of subjects, and facilitating District-wide testing of students;
  • Implements the goals, objectives and standards of the District, the school, and the specific program or department, following a prescribed course of study as delineated in curriculum outlines and authorized by the building principal, developing, adapting, and updating curriculum; and developing and implementing lesson plans;
  • Maintains contact and communications with parents of students, and works with them in the development of each student, scheduling and holding parent conferences, as well as conferences with county workers, as appropriate, recruiting students into classes and specialized programs, and enrolling students and maintaining classroom databases on students;
  • Participates in staff development and professional growth activities, as required and as requested, participating in appropriate in-service activities or educational opportunities to maintain current teacher certifications, and mentoring new teachers;
  • Performs classroom management duties, enforcing school rules governing the conduct of students, taking appropriate disciplinary action regarding students not adhering to school rules, ensuring the safety of students, and maintaining an appropriate classroom-learning environment, including displays;
  • Performs other related duties such as enforcing District and school guidelines regarding health and hygienic conditions and practices, as they may affect the physical and mental health of students, coordinating co-curricular and extracurricular school activities, participating in bus, lunch and playground duty assignments, as required, attending and participating in school planning and staff meetings, serving on various school committees, monitoring classroom and student budgets and accounts, providing information for grant-writing processes, and developing, organizing and implementing students' classroom and school performances, presentations and exhibits.
  • Provides instruction in the core and age-appropriate curriculum, assessing initial knowledge or skills, making appropriate use of instructional resources and technologies, including computer technology, developing and implementing instructional activities for students, developing and coping instructional materials, and, orders instructional materials and supplies, collaborating with other teachers, staff resources, and volunteers regarding instructional and program activities; providing for remediation, when necessary, revising teaching methodology to accommodate students, maintaining instructional equipment, as appropriate; and team teaching, when appropriate;
  • Regarding special needs students, and in conjunction with special education teachers, determines the least restrictive environment, and assists with the completion of due process reports and Individualized Education Plans (IEPs); coordinating the mainstreaming of special needs students. Participates in Planning and Placement Team (PPT) and/or Central Planning and Placement Team (CPPT).
  • Performs related duties as requested.

PART V - Working Conditions, Physical and Mental Requirements
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
Frequency: Place an "X" in each box that is appropriate to your job.
NEVER (N)
OCCASIONALLY (O)
FREQUENTLY (F)
CONSTANTLY (C)
0 % of Shift
1-33% of Shift
34-66% of Shift
67-100% of Shift
Working Conditions
N
O
F
C
Working Conditions
N
O
F
C
Physical Demands
Depth Perception
X
Standing
X
Color Distinction
X
Walking
X
Peripheral Vision
X
Sitting
X
Driving
X
Lifting
X
Physical Strength:
Carrying
X
Little Physical Effort (-10 lbs.)
X
Pushing
X
Light Work (-20 lbs.)
X
Pulling
X
Medium Work (20-50 lbs.)
X
Climbing
X
Heavy Work (50-100 lbs.)
X
Balancing
X
Very Heavy Work (100+ lbs.)
X
Stooping
X
Environmental Conditions
Kneeling
X
Cold (50 degrees F or less)
X
Crouching
X
Heat (90 degrees F or more)
X
Crawling
X
Temperature Changes
X
Reaching
X
Wetness
X
Handling
X
Humidity
X
Grasping
X
Extreme Noise or Vibration
X
Twisting
X
Exposure to Chemicals
X
Feeling
X
Exposure to Gases and Fumes
X
Talking
X
Exposure to Unpleasant Odors
X
Hearing
X
Exposure to bodily fluids
X
Repetitive Motion
X
Exposure to dampness
X
Hand/Eye/Foot Coordination
X
Confinement to Small or Restricting Area
X
Visual Acuity/Near
X
Mechanical Hazards
X
Visual Acuity/Far
X
Physical danger or abuse
X
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.

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