PCEO Advanced Mathematics Masters and Teacher Training (Mathematics Specialty)

This joint plan has been designed by the Universidad de Murcia to enable students to obtain both degrees, achieving training in i) initiation of research in order to enter a PhD program later, ii) teacher training and iii) professional development.

Obtaining both Master's degrees in Advanced Mathematics (MMA) and the Master's Degree in Teacher Training, Mathematics specialty (MFP) is achieved by enrolling at least the 52 credits of the MFP indicated in Annex I of the regulations and 36 credits of the MMA, which will correspond to all the compulsory credits of one of the five specialties (that is, the 18 credits of the TFM and the 18 credits of the subjects of the specialty), or to 18 credits of the TFM and 18 credits of subjects, so that at least the subjects of a specialty used in the first table of recognitions in Annex II of the regulations are passed. The rest of the subjects of each master will be automatically recognized according to the recognition tables that appear in Annex II. Students who choose the second alternative in MMA, that is, 18 credits from the TFM and 18 credits from subjects of different specialties, must enroll at least 18 credits that do not include Algebraic Geometry, Applied Mathematical Analysis (II), Geometric Analysis , Location, distribution and transport and Bayesian Statistics, as these are the subjects recognized by the MFP (see the second table in Annex II, section "No specialty").

Although this joint itinerary is designed to be completed in one year, students are not required to enroll out of 36 MMA credits in a single course. However, in order to ensure the obtaining of the MFP at the end of the course, they must enroll at least the subjects necessary to recognize the 8 credits of the MFP not completed, as detailed in the previous paragraph.

Likewise, any student who has obtained the MFP in a previous course can potentially take advantage of the advantages of the combined degree, although for this they will have to request the corresponding recognition of credits from the Academic Commission of the MMA and that it grant it.

Students who apply for a scholarship to the Ministry of Education, Culture and Sports to pay for their master's studies should bear in mind that it is only possible to apply for their maximum amount if they are enrolled in at least 60 credits of a master's degree. Therefore, even if they study simultaneously, they will have to enroll in the full MFP.

Master's file

Justification

Description of the Master's Degree in Advanced Mathematics

The attractiveness of the master's degree could be justified by the sophistication of the financial markets, the growing importance of the credit markets, the constant processes of innovation in financial products, factors that, among others, highlight the importance of solid training in financial matters.

Description of the University Master's Degree in Teacher Training

The direct reference to the proposed title is the initial training course that the Universidad de Murcia has been teaching for the purposes of issuing the Certificate of Pedagogical Aptitude (hereinafter CAP) for more than 35 years. The current legal framework had entrusted to the Institute of Education Sciences (hereinafter, ICE) integrated in each university, the pedagogical and didactic training of university students (architects, engineers, graduates, technical architects, technical engineers and graduates in possession of the degree ) who aspired to dedicate themselves to secondary education and established the completion of the two cycles of the CAP as an essential requirement to be eligible for admission to the teaching bodies of the mentioned level, with the exception of degrees that included equivalent training, as well as other cases excepted by law.

It should not be forgotten, however, that another referent immediately prior to the one indicated is the Initial Training Course for Secondary Teachers (FIPES) taught by the School of Teaching of Middle Schools (Delegation of Murcia), and whose study plan was structured in three blocks: educational assumptions, special didactics and practices. The oldest files (according to the files of the ICE of the Universidad de Murcia ) date from the academic year 1963/1964. However, Decree 1678/1969, of July 24, on the creation of the Institutes of Educational Sciences (BOE n. 195 of 8/15/1969), in accordance with the provisions of the General Education Law, created within the state universities the ICEs, entrusting to them among other missions those that the Middle School Teacher Training School had been carrying out, which would later be extinguished.

Competencies

University Master's Degree in Advanced Mathematics

Basic skills

• Possess and understand knowledge that provides a basis or opportunity to be original in the development and / or application of ideas, often in a research context.
• That students know how to apply the knowledge acquired and their ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of ​​study.
• That students are able to integrate knowledge and face the complexity of making judgments based on information that, being incomplete or limited, includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgments.
• That students know how to communicate their conclusions and the knowledge and ultimate reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way.
• That students have the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous.

General Competences

• Being able to apply mathematical techniques in various professional activities.
• Being able to apply mathematical techniques in the development of R + D + i projects.
• Being able to apply mathematical research techniques in various fields, both fundamental and applied mathematics.
• Being able to apply the knowledge acquired to solve problems in new or little-known environments both in mathematics and in more general or multidisciplinary contexts that are related to their specialty. (Meces / BOE (a)).
• Being able to integrate knowledge and face the complexity of formulating judgments and conjectures from incomplete or limited information in the application of mathematical techniques and knowledge. (Meces / BOE (b)).
• Know how to communicate conclusions and the latest knowledge and reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way. (Meces / BOE (c))
• Possess learning skills that allow them to continue future studies in a self-directed or autonomous way. (Meces / BOE (d))
• Being able to work in groups and in multidisciplinary teams.

Specific Competences

• Possess theoretical and practical knowledge of a mathematics knowledge area to be able to access doctoral studies and complete a doctoral thesis.
• Be able to critically read specialized or research papers and incorporate the results into your work.
• Being able to abstract and analyze information on various procedures, and to carry out logical reasoning and identify errors.
• Being able to transfer mathematical results to other disciplines and activities.
• Being able to mathematically model real or theoretical problems.
• Know resolution techniques and be able to devise resolution procedures for the mathematical models under study.
• Manage computer tools that help solve the problems under study.

University Master's Degree in Teacher Training

In RD 1393/2007, of October 29, which establishes the organization of official university education, (BOE of October 30, 2007), indicates in Annex I section 3.3., The basic competences of master's studies.

ORDER ECI / 3858/2007, of December 27, which establishes the requirements for the verification of official university degrees that enable the professions of Professor of Compulsory Secondary Education and Baccalaureate, Vocational Training and Teaching of Languages. (BOE December 29, 2007), includes in its Section 3 the skills that students must acquire.

Regarding the specific competences of the Generic Module in relation to the respective Subjects, the following are proposed:

Subject Learning and development of personality.

• Know the characteristics of the students, their social contexts and motivations.
• Understand the development of the personality of these students and the possible dysfunctions that affect learning.
• Develop proposals based on the acquisition of knowledge, skills and intellectual and emotional skills.
• Identify and plan the resolution of educational situations that affect students with different capacities and learning rhythms.

Subject Processes and educational contexts

• Know the processes of interaction and communication in the classroom and in the center, address and solve possible problems.
• Know the historical evolution of the educational system in our country.
• Know and apply resources and information strategies, tutoring and academic and professional orientation.
• Promote actions of emotional education, values and citizen training.
• Participate in the definition of the educational project and in the general activities of the center according to criteria of quality improvement, attention to diversity, prevention of learning problems and coexistence.

Society, family and education

• Relate education to the environment and understand the educational role of the family and the community, both in the acquisition of skills and learning and in education in respect of rights and freedoms, in equal rights and opportunities between men and women and in the equal treatment and non-discrimination of people with disabilities.
• Know the historical evolution of the family, its different types and the incidence of the family context in education.
• Acquire social skills in relationship and family orientation.

Competences of the specific Module in the different subjects:

Subject Complements for disciplinary training

• Know the formative and cultural value of the subjects corresponding to the Specialization.
• Know the contents that are studied in the respective teachings.
• Know the history and recent developments of the subjects and their perspectives in order to transmit a dynamic vision of them.
• Know contexts and situations in which the various curricular contents are used or applied.

For the Vocational Specialty in addition:

• Know the evolution of the world of work, the interaction between society and work and quality of life, as well as the need to acquire adequate training to adapt to the changes and transformations that the professions may require.

For the specialty of Educational Orientation also:

• Know the processes and resources for the prevention of learning and coexistence problems, the evaluation and academic and professional orientation processes.

Subject Learning and teaching of the corresponding subjects

• Know the theoretical and practical developments of teaching and learning of the corresponding subjects.
• Transform curricula into work and activity programs.
• Acquire selection criteria and development of educational materials.
• Promote a climate that facilitates learning and values the contributions of students.
• Integrate training in audiovisual and multimedia communication in the teaching-learning process
• Know strategies and evaluation techniques and understand the evaluation as an instrument of regulation and encouragement to the effort.

Subject Teaching innovation and initiation to educational research

• Know and apply innovative teaching proposals in the field of specialization.
• Critically analyze the performance of teaching, good practices and guidance using quality indicators.
• Identify the problems related to the teaching and learning of the subjects of the specialization and propose alternatives and solutions.
• Know and apply basic educational research and evaluation methodologies and techniques and be able to design and develop research, innovation and evaluation projects.

Competencies of the Practicum Module and Master's Thesis

• Gain experiences in planning, teaching and evaluating the subjects corresponding to the specialization.
• Accredit a good command of oral and written expression in teaching practice.
• Master the social skills and abilities necessary to foster a climate that facilitates learning and coexistence.
• Participate in proposals for improvement in the different areas of action based on reflection based on practice.
• Know the reality of the educational center and participate in the corresponding Departments.

For the Vocational Specialty in addition:

• Know the typology corresponding to the productive sectors.
• Understand the most common organizational systems for companies.

For the specialty of Educational Orientation also:

• Exercise in the psychopedagogical evaluation.
• Practice advising other education professionals, students and families.

Graduation profile

University Master's Degree in Advanced Mathematics

Qualified mathematician for incorporation into a doctoral program capable of posing and solving research problems in mathematics and statistics.

Graduates will be trained to carry out research, development and innovation activities and will be able to tackle the resolution of complex problems that require advanced knowledge of mathematics and statistics.

University Master's Degree in Teacher Training

People trained to develop the profession of Teacher of Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching in the specialty studied.