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Math Internships Jobs in Connecticut (NOW HIRING)

Citadel

$4.5K - $5.8K/wk

Our signature internship program takes place June through August. Occasionally, we can be flexible ... Bachelor's or master's degree in mathematics, statistics, physics, computer science, or another ...

Nassau Re

2027 Intern - Actuarial

Hartford, CT

$27/hr

Principal Duties and Responsibilities As part of the Internship experience, students will perform actuarial tasks which are of a mathematical nature and may include pricing, financial reporting or ...

Nassau

2027 Intern - Actuarial

Hartford, CT · On-site

$27/hr

Principal Duties and Responsibilities As part of the Internship experience, students will perform actuarial tasks which are of a mathematical nature and may include pricing, financial reporting or ...

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Math Internships information

Which internship is best for maths students?

The best internships for math students are those that offer hands-on experience in data analysis, research, or quantitative roles, often in finance, technology, or research organizations. These internships typically require strong analytical skills, proficiency in programming languages like Python or R, and a solid understanding of mathematical concepts. They provide practical application of theoretical knowledge and can lead to future career opportunities in related fields.

What are math internships?

Math internships are temporary positions, usually for students or recent graduates, that provide hands-on experience in applying mathematical concepts and skills in real-world settings. These internships can be found in various industries such as finance, technology, data analysis, engineering, and research. Interns typically work on projects involving data analysis, mathematical modeling, or problem-solving, and they gain valuable professional experience and networking opportunities. Math internships help bridge the gap between academic studies and professional careers, making them a great way to build practical skills and enhance a resume.

Where can math majors intern?

Math majors can intern at a variety of organizations including technology companies, financial institutions, research labs, government agencies, and educational institutions. Internships often involve data analysis, research, or applying mathematical models, and may require proficiency in programming languages like Python or MATLAB.

What are the key skills and qualifications needed to thrive in a Math Internship, and why are they important?

To thrive in a Math Internship, you generally need a solid understanding of mathematical concepts, analytical thinking, and coursework in mathematics or a related field. Familiarity with statistical software, programming languages such as Python or R, and tools like Excel is often expected. Strong problem-solving abilities, effective communication, and willingness to learn are standout soft skills for this position. These skills are crucial for successfully contributing to projects, communicating findings, and developing practical experience in a professional setting.

What is the difference between Math Internships vs Data Analyst Internships?

AspectMath InternshipsData Analyst Internships
Required CredentialsMathematics coursework, quantitative skillsStatistics, data analysis, programming skills
Work EnvironmentResearch labs, educational institutions, financeBusiness, tech companies, consulting firms
Employer & Industry UsageAcademic, research, finance, governmentCorporate, tech, marketing, finance
Common Search & ComparisonYesYes

Math Internships focus on applying mathematical theories and problem-solving skills, often in research or academic settings. Data Analyst Internships emphasize data collection, analysis, and visualization in business environments. While both roles require quantitative skills, Math Internships are more theoretical, whereas Data Analyst Internships are more practical and business-oriented.

What are the top 5 math careers?

Math internships can lead to careers such as data analyst, actuary, statistician, operations researcher, and financial analyst. These roles typically require strong analytical skills, proficiency in statistical software, and a solid foundation in mathematics or related fields. They often involve problem-solving, data interpretation, and quantitative analysis in various industries.

What types of projects or tasks are typically assigned to math interns during their internship?

Math interns often assist with data analysis, statistical modeling, or research to support ongoing projects within their team. Depending on the organization, you might work on real-world problems such as optimizing business processes, analyzing large datasets, or developing algorithms. Collaboration with professionals from other departments, such as engineering or finance, is common, providing exposure to practical applications of mathematical concepts. These projects help interns build both technical and soft skills while gaining hands-on experience relevant to their future careers.

What are the big 4 internships?

The Big 4 internships typically refer to internship programs at Deloitte, PricewaterhouseCoopers (PwC), Ernst & Young (EY), and KPMG. These firms offer internships in areas such as audit, consulting, tax, and advisory, providing valuable experience for students pursuing careers in finance, accounting, and consulting.
What cities in Connecticut are hiring for Math Internships jobs? Cities in Connecticut with the most Math Internships job openings:
Math Internships jobs near you
Infographic showing various Math Internships job openings in Connecticut as of July 2026, with employment types broken down into 3% Internship, 1% As Needed, 78% Full Time, 16% Part Time, 1% Temporary, and 1% Contract. Highlights an 93% Physical, 3% Hybrid, and 4% Remote job distribution.

Certified: Bilingual Math High School

Waterbury Public Schools

Waterbury, CT • On-site

$49K - $66K/yr

Full-time

Re-posted 3 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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