Content Official Master's Degree in Teacher Training for Secondary Schools, Vocational Training and Language Centres. Specialisation in Mathematics
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Knowledge
- To identify key elements from a school’s geographic, demographic, socioeconomic, cultural and sociolinguistic environment, as well as any challenges and opportunities that are relevant to understanding the school’s dynamics and educational performance.
- To describe the most relevant elements of a school’s organisation, institutional culture, opportunities for engaging the educational community and educational challenges.
- To recognise the basic aspects of the mathematics curriculum and the personal and didactic knowledge of mathematics required to plan learning situations and classroom management and assessment strategies in the field of mathematics.
- To identify the students’ characteristics and their relationships with their peers, families and communities, as people who are learning, with an intersectional perspective aimed at guiding them in their chosen tracks.
- To identify situations with potential for improvement through the on-site or video-recorded self-observation or co-observation of classroom situations, in both real and simulated classrooms.
- To recognise your own socio-emotional competences and personal strengths and weaknesses with a view to self-managing emotions and managing the working atmosphere in the classroom.
Skills
- To use evidence to analyse teaching actions in the mathematics classroom with a view to enhancing the processes and outcomes of learning mathematics.
- To analyse strategies of mathematics education that promote the students’ capacity to learn by themselves and with others and develop critical thinking and decision making skills that facilitate autonomy, self-confidence and initiative.
- To develop strategies for dealing with critical incidents that occur while teaching and which are related to the processes of teaching and learning mathematics.
- To integrate the various types of assessment into lesson plans for the mathematics classroom, particularly diagnostic assessment, formative assessment and self-assessment, as a tool for checking, regulating and enhancing the learning process.
- To take the characteristics of the classroom interaction (teacher-student and between students), formative feedback, student competences and the role of the teacher in activating and regulating learning into account when planning lessons.
- To analyse evidence and data as part of the process of completing the master’s degree final project, with a view to improving professional teaching skills.
- To demonstrate digital competence as a teacher and support students as they use digital tools to learn mathematics.
- To demonstrate a command of oral and written expression in both the written portion and oral presentation of the master’s degree final project.
- To integrate a perspective sensitive to the multilingual reality of classrooms and the importance of language as a resource in mathematics, while promoting the use of Catalan as the vehicular language.
- To integrate a humanist vision that incorporates mathematical modelling and scientific, social and artistic elements to interpret reality and its relationship with mathematics.
Competences
- To create flexible learning situations in diverse and meaningful contexts through the justified use of a range of strategies and methodologies that promote inclusive learning and the development of mathematics-specific competences.
- To implement activities in the mathematics classroom in the manner in which they were designed and planned, assimilating any unexpected situations generated by the students to achieve and improve on the expected learning outcomes.
- To provide inclusive education, taking into account the various measures and aids for promoting the personalised learning of mathematics.
- To provide students guidance in selecting current and subsequent studies, including tutorial action that contributes to the students’ socio-emotional and cognitive wellbeing.
- To behave in a committed, respectful and ethical manner with society, students, the teaching profession, the educational community and the educational institution, within the framework of the teaching profession’s code of conduct.
- To apply an equity and gender perspective in a real mathematics classroom.
- To build a professional identity as someone who provides guidance, integrating values and professional commitment into education that contributes to the development of a sustainable, equal, diverse and fair society that respects human rights.
- To apply disciplinary and curricular mathematical content from the perspective of literacy and education for all, exploring ways to integrate such content into the classroom.
- To work as a team in a cooperative manner in the realm of teacher training to co-create joint proposals, designs and activities.