Zach Korzyk’s biggest challenge teaching math at a New York City public school is keeping his students motivated.

“Some students don't like that I won't let them be passive in class and do poorly,” said Korzyk. “I make them take notes and answer questions. The upper-level students are grateful for challenging problems and engaging conversations.”

Korzyk, 24, has been teaching math since 2007 as a fellow in the Math for America (MƒA) program. He’s one of about 200 teachers MƒA has recruited to help address a critical shortage of qualified math teachers. Nearly 40 percent of all public high-school math teachers do not have a degree in math or a related field, according to one study.

As an undergraduate at Boston College, Korzyk majored in theatre arts and computer science, with a minor in mathematics. He wanted to teach math but wasn’t sure how he could get a job without a degree in teaching. Then, he spotted an advertisement for MƒA. After joining the program, MƒA sent him to Bard College for a master’s degree in teaching with a concentration in secondary mathematics.

Korzyk is about halfway through his five-year commitment to MƒA, and while it’s a tough job, he said he loves his work.

“I really enjoy coming up with interesting activities that pleasantly surprise my students,” Korzyk said. “I like to encourage them and see them grow mathematically.”

MƒA was launched in 2004 to address the deficit in math education. To date, the program has recruited, trained and retained more than 200 skilled mathematicians to work as teachers in New York City’s public schools.

Building on this success, MƒA is expanding to other cities around the country. The nonprofit has created a national office while starting new programs in San Diego, Los Angeles and Washington, DC. Math for America The program has recruited, trained and retained more than 200 skilled mathematicians to work as teachers.

Leading the expansion is MƒA’s new president, John Ewing, the former head of the American Mathematical Society.

“The ultimate goal of MƒA programs is to convince people that our approach to recruit and retain outstanding teachers works and our underlying principles can dramatically improve mathematics education across the country,” Ewing said.

For gifted mathematicians who are new to teaching, MƒA offers its five-year fellowship. Following a rigorous selection process, fellows spend a year earning a master’s degree in mathematics education with a partner college or university. Fellows then teach for four years in New York City’s public schools. The fellowship includes a full tuition scholarship with a stipend of $100,000 over five years to supplement their teacher’s salary. The program includes mentoring, leadership opportunities and professional development services.

Exceptional high-school math teachers currently working in public schools are recruited into the four-year Master Teacher program. Teachers receive annual stipends and participate in professional development and leadership opportunities.

For Korzyk, the experience of teaching with MƒA and being part of a corps of other math-savvy individuals has taught him lessons that he applies every day on the job.

“I’ve learned to maintain high but clear expectations for my students,” he said. “I am getting better at explaining assignments in different ways so my students at every learning level know what to do.”