Duration
30h Th
Number of credits
| Master of education, Section 4: Mathematics | 5 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
Development of mathematical topics for didactic purposes and problematisation of the knowledge to be taught, based on an epistemological examination of mathematical knowledge and the issues involved in its teaching.
The course covers, in particular:
- the study and structuring of mathematical knowledge taught at upper secondary level;
- the analysis of different representations and formulations of mathematical concepts;
- the epistemological examination of mathematical knowledge and the issues involved in its teaching;
- the identification of learning obstacles and difficulties encountered by students;
- the analysis of the transition from mathematics at lower secondary level to mathematics at upper secondary level;
- the analysis and design of teaching situations, sequences and approaches aimed at fostering mathematics learning.
Learning outcomes of the learning unit
Intended learning outcomes
- Mastery of the mathematical knowledge to be taught at upper secondary level, including mastery of the semiotic representations of mathematical concepts.
- Mastery of mathematical organisations related to the knowledge to be taught.
- Ability to address learning obstacles from a didactic perspective and to support students in overcoming difficulties associated with the transition from lower to upper secondary education.
- Master disciplinary content, its epistemological foundations, its scientific and technological development, its didactics, and the methodologies used for teaching it (3a).
- Master knowledge related to learning processes and to research on the different models and theories of teaching and learning.
-
Develop the competences of a reflective practitioner. These competences include the ability to:
[...]
b) individually and collaboratively with peers, critically and rigorously observe and analyse one's own teaching practices and their impact on students, in order to regulate one's teaching and adapt teaching strategies and conditions with a view to improving effectiveness and equity;
c) progressively develop one's professional identity, [...].
Prerequisite knowledge and skills
Planned learning activities and teaching methods
Lectures, analysis of didactic situations, mathematical problem solving, and design of teaching sequences and activities.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Notes and reference materials provided to students.
Exam(s) in session
Any session
- In-person
written exam ( open-ended questions )
Further information:
Assessment consists of a written examination covering the mathematical and didactic content addressed in the course.