Bachelor's Degree in Mathematics Teaching
Duration: 8 semesters
Modality: Face-to-face
Call: Annual
Faculty of Pedagogy and Educational Innovation, Mexicali.
+52 (686) 689-08-20
Faculty of Humanities and Social Sciences, Tijuana.
+52 (664) 979-75-82
Whoever graduates from the educational program of the Bachelor's Degree in Mathematics Teaching will be able to work at the local, state, national and international levels by completing the following activities:
- In Basic Education (Secondary) and Higher Secondary institutions, developing the teaching of Mathematics
- In educational institutions, developing management activities in areas of Mathematics
- Research in the area of educational mathematics
- In centers for the production of Mathematics teaching resources
As an independent professional:
- In the creation of your own company where mathematical skills are developed, through the offer of continuing education and the creation of teaching materials and resources
- In educational institutions offering training to mathematics teachers
- Free exercise of the profession independently in mathematics consulting
Other instances:
- Governmental and non-governmental institutions developing actions for the development of mathematical skills at the state, national and international level
- Museums and cultural spaces, where mathematics areas exist
Provide innovative higher education, for the development of a mathematics teaching professional, from a reflective-research approach and with a host of actions that allow generating a university academic life in the discipline and with the educational agents of the degree.
1
Achieve in the student the abilities, skills, attitudes, values and knowledge to innovate in the teaching of mathematics.
2
Promote research activities in the field of educational mathematics in a collaborative and multidisciplinary way.
3
Generate inter-institutional academic events in the discipline of mathematics teaching to strengthen the graduation profile of the program.
4
Lead the student to reflect on their own practices and those of others, with the aim of reconstructing their ideas about teaching mathematics.
It must possess the following characteristics:
General knowledge in:
- Arithmetic
- Algebra
- Geometry
- Trigonometry
- Mathematical language
- Probability and Statistics
- Procedures and techniques for problem solving
Skills:
- Use of technological tools
- Reading skills
- Apply mathematical reasoning in everyday life situations
- Ability to learn on your own
- Collaborative work
- Correctly express your ideas orally and in writing
- Determination of solutions and alternatives
- Creativity
Attitudes and values:
- Taste for teaching
- Treat colleagues and teachers with dignity, affection, respect and ethics
- Discipline, commitment and responsibility in daily work
- Willingness to work as a team
- Tolerance and empathy for interpersonal relationships
- Analyze the components of study plans and programs through review from the official documents of the National Educational System, to be developed in the students, the mathematical skills specific to each educational level, with one ethical and responsible attitude.
- Analyze the field of action of the Bachelor's Degree in Mathematics Teaching from to recognize their professional identity within the National Educational System in the public and private sectors, to broaden their perspective of job placement with leadership, perseverance and social commitment to be an agent of change.
- Develop intervention projects through the implementation of references theoretical, conceptual and methodological specific to mathematical didactics and educational mathematics to innovate in teaching and learning processes, with perseverance, discipline and tenacity.
- Implement strategies that give the possibility of representing, exploring and solving routine exercises-real context through the use of various technologies both in physical and virtual environments, under the active approach, to relate concepts mathematicians that allow these problems to be transformed and extended into activities mathematical research, showing a critical, purposeful and social responsibility.
- Design teaching and learning strategies that address barriers to learning and participation, through recognition of characteristics individual of the student, to intervene in an interdisciplinary manner in the treatment content with sensitivity, tolerance and empathy.
- Assess spaces for educational interaction based on observing, investigating and reflect to propose teaching-learning alternatives mathematics, with an enthusiastic, tolerant and collaborative attitude.
- In addition, you must demonstrate English proficiency at A2 level.
Curriculum
| Subject | Credits | Mandatory |
|---|---|---|
| Context and Educational Policy | 6 | ✓ |
| Learning Theories | 6 | ✓ |
| History and Challenges of Education in Mexico | 6 | ✓ |
| Introduction to Scientific Thinking | 6 | ✓ |
| Diversity and Human Rights | 7 | ✓ |
| Human Development | 8 | ✓ |
| Strategic Communication | 6 | ✓ |
| General Didactics | 8 | ✓ |
| Reading and Writing Strategies | 8 | ✓ |
| Descriptive Statistics | 8 | ✓ |
| Mathematical Logical Thinking | 6 | ✓ |
| Development of Digital Skills | 5 | ✓ |
| Education, Values and Social Responsibility | 8 | ✓ |
| Philosophy of Science | 6 | |
| Ethics of the Profession | 6 | |
| Teaching and Learning Strategies | 6 |
| Subject | Credits | Mandatory |
|---|---|---|
| Arithmetic | 8 | ✓ |
| Basic Algebra | 8 | ✓ |
| Geometry l | 6 | ✓ |
| Didactics of Mathematics | 6 | ✓ |
| Training Path of the Curriculum in Mathematics | 6 | ✓ |
| Observation of the School Context | 5 | ✓ |
| Probability and Statistics | 8 | ✓ |
| Higher Algebra | 8 | ✓ |
| Geometry II | 6 | ✓ |
| Design of Virtual Learning Environments | 6 | ✓ |
| Didactic Planning and Evaluation in Mathematics | 8 | ✓ |
| Theoretical Approach to Educational Mathematics | 6 | ✓ |
| Trigonometry | 8 | ✓ |
| Precalculus | 4 | ✓ |
| Analytical Geometry | 8 | ✓ |
| Affectivity and Emotions in the Teaching of Mathematics | 5 | ✓ |
| Analysis of Teaching Practice in the Classroom | 6 | ✓ |
| Methodology in the Research of Educational Mathematics | 6 | ✓ |
| Differential Calculus | 8 | ✓ |
| Linear Algebra | 8 | ✓ |
| Didactic Strategies for Attention to Learning Barriers and Participation | 8 | ✓ |
| Didactics of Arithmetic, Algebra and Geometries | 6 | ✓ |
| Theory and Group Dynamics | 6 | |
| Educational Leadership and Innovation | 7 | |
| Analysis of Educational Practice | 6 | |
| Financial Culture | 6 | |
| Implicit Theories of Educational Practice | 6 | |
| Numerical Methods | 6 | |
| Design of Reagents in Mathematics | 6 | |
| Design of STEAM Learning Activities | 6 | |
| Didactic Material in Mathematics | 6 | |
| Mechanics | 6 | |
| Thermodynamics | 6 | |
| Dynamics | 6 |
| Subject | Credits | Mandatory |
|---|---|---|
| Design of Educational Intervention Project in Mathematics | 6 | ✓ |
| Integral calculus | 8 | ✓ |
| Entrepreneurship Strategies | 7 | ✓ |
| Use of Technology in Problem Solving | 4 | ✓ |
| Dissemination and Dissemination of Educational Mathematics Projects | 6 | ✓ |
| Conceptual Development of Mathematics | 6 | ✓ |
| Evaluation of Educational Intervention Project in Mathematics | 6 | ✓ |
| Technologies Applied to Education | 5 | |
| Calculus Didactics | 5 | |
| Tutoring in Secondary and Higher Secondary Education | 5 | |
| Development of Management Competencies | 5 | |
| Introduction to Ordinary Differential Equations | 5 | |
| Introduction to Vector Calculation | 5 | |
| Teacher Training in Mathematics | 5 | |
| Electromagnetism | 5 | |
| Acoustics and Optics | 5 |
Curriculum Map
