The general objectives of the Master in Mathematics Education aim to provide the understanding through a level based:
In the knowledge growth and depth allowing to form the basis for development and/or unique applications in research projects;
In allowing applying the knowledge and the ability to understand and solve problems in new and unfamiliar situations in wide multidisciplinary situations related to their field of study;
In providing the skills for learning throughout a autonomous and self-oriented way.
Specific objectives of the Master aim to provide:
Personal and social education of future teachers, promoting autonomy, cooperation and participation, as well as the internalization of ethical values;
To complete students scientific, technological and mathematical education
That student acquires scientific training in pedagogical and didactic field;
The progressive development of teaching skills to integrate in the exercise of pedagogical practice;
Insure that students develop skills and attitudes for critical analysis, innovation and educational research.
The Master enables to teaching in schools, public or private, of the 2nd and 3rd cycles of Basic and Secondary Education.
Master (2nd Cycle)
Access to other programs
Access to a 3rd cycle
Helena Cristina Oitavem Fonseca da Rocha
Portuguese students: 1500 €/year
Foreign students: 7000 €/year
Duration: 2 years
Credits: 120 ECTS
|Mathematics and Teacher Training||M / FP||45||0|
Conditions of admittance
The evaluation of all UCs is continuous for all the components that integrate it, and it must be completed by the last day of the school term of the academic semester.
The continuous evaluation of a UC must include a minimum of three elements in the set of evaluation components, on dates adequately spaced throughout the period of classes.
All UCs with a theoretical-practical evaluation component must provide, in addition, a form of evaluation of this component by exam, to be carried out after the period of classes (Examination of Appeal).
All requirements and conditions related to the evaluation of the UC, namely the minimum weights and classifications, if any, of each component, as well as the Frequency conditions, are defined a priori and, mandatorily, published in the Discipline Form.
For each UC, combinations of three evaluation components are allowed: (i) Theoretical-practical evaluation; (ii) Laboratory or project evaluation; (iii) Summative assessment.
The final Dissertation (or Project) involves a public discussion with a Jury.
|11526||Set Theory and Analysis in Mathematics Education||6.0|
|10787||New Technologies in Mathematics Teaching||6.0|
|11527||Pedagogy and Didactics of Mathematics I||6.0|
|11525||Probability and Statistics in Mathematics Education||6.0|
|10786||Sociology of Education||6.0|
|11529||Introduction to Professional Practice||3.0|
|10790||Modelling and Applications in Mathematics Teaching||6.0|
|11648||School Organization and Ethics of the Teaching Profession||3.0|
|11528||Pedagogy and Didactics of Mathematics II||6.0|
|11530||Assessment in Mathematics||3.0|
|10792||History and Philosophy of Mathematics||3.0|
|13013||Research in Mathematical Education I||3.0|
|13014||Research in Mathematical Education II||3.0|