Be able to make your students passionate about mathematics knowledge and get them to advance in their learning” 

The objective of this Postgraduate diploma in Mathematical Knowledge in Primary Education is that the teachers remember their time lived as students and approach their teaching work taking into account the position of their future students, knowing mathematics from the practice of the content. To do this, teachers will rediscover the basic operations that are handled in everyday life, numbers and the use we give them to measure times, lengths, geometric objects, statistical concepts, among other issues.

In this way, it will be a unique opportunity to enter fully into the wide world of mathematics aimed at primary school students, because only by knowing them in depth will it be possible to teach this subject in a correct and attractive way.

With thisPostgraduate diploma, TECH has proposed to train teachers to be able to manage with ease and accuracy in the teaching of this educational stage. To this end, the order and distribution of the subjects and their topics is specially designed to allow students to decide their dedication and self-manage their time. Additionally, they will have at their disposal theoretical materials presented through enriched texts, multimedia presentations, exercises and guided practical activities, motivational videos, master classes and practical cases, where they will be able to expand knowledge in an orderly way and improve their decision-making that demonstrates their specialization within the field of teaching.

This program is distinguished by the fact that it can be taken in a 100% online format, adapting to the needs and obligations of the student, in an asynchronous and completely self-manageable manner. The student will be able to choose which days, at what time and how much time to dedicate to the study of the contents of the program. Always in tune with the capabilities and skills dedicated to it.

TECH provides you with the main educational tools to train you to develop your work in the field of teaching” 

This Postgraduate diploma in Mathematical Knowledge in Primary Education contains the most complete and up-to-date educational program on the market. The most important features include: 

• The development of practical cases presented in simulated scenarios by experts in the area of knowledge, where the student will evoke in an orderly manner the knowledge learned and demonstrate the acquisition of the competences
• The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional development
• The latest developments on the educational task of the primary school teacher
• Practical exercises where the students undergo the self-assessment process to improve learning, as well as activities at different skill levels
• Special emphasis on innovative methodologies and teaching research
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Access to content from any fixed or portable device with an Internet connection

Acquire a higher level of mathematics and offer a specialization adapted to the needs of your students" 

It includes, in its teaching staff, professionals belonging to the field of Primary Education, who bring to this training the experience of their work, in addition to recognized specialists from prestigious reference societies and universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive experience designed to prepare for real-life situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the specialist will be assisted by an innovative interactive video system created by renowned and experienced experts in Mathematical Knowledge in Primary Education.

You will have access to the contents from any fixed or portable device with internet connection, even from your cell phone"

The program invites us to learn and grow, to develop as teachers, to learn about educational tools and strategies in relation to the most common needs in our classrooms"

The structure of the contents has been designed by top level professionals within the educational panorama, with a wide trajectory and recognized prestige in the profession, endorsed by their experience, and with a wide command of the new technologies applied to teaching. 

The best content to create the best teachers”

Module 1. General Didactics

1.1. Foundations of Didactics as an Applied Pedagogical Discipline

1.1.1. Foundations, Origin, and Evolution of Didactics
1.1.2. The Concept of Didactics
1.1.3. The Object and the Purpose of Didactics
1.1.4. Personalization of the Teaching/Learning Process
1.1.5. Didactics as Theory, Practice, Science, and Art
1.1.6. Didactic Models

1.2. Learning to Learn. Contributions from the Theory of Multiple Intelligences, Metacognition, and Neuroeducation

1.2.1. An Approach to the Concept of Intelligence
1.2.2. Metacognition and its Application in the Classroom
1.2.3. Neuroeducation and its Application to Learning

1.3. Didactic Principles and Methodology

1.3.1. Didactic Principles
1.3.2. Didactic Strategies and Types
1.3.3. Didactic Methods

1.4. Educational Design and Planning

1.4.1. Approach to the Concept of Curriculum
1.4.2. Levels of Curricular Concreteness

1.5. Competence Objectives and Contents

1.5.1. Educational Objectives
1.5.2. Objectives in the Linear Model. What is the Purpose of Teaching?
1.5.3. Objectives in the Process Model
1.5.4. Competencies. Why Teach?
1.5.5. Contents. What to Teach?

1.6. Didactic Procedures and Teaching Techniques

1.6.1. Representation Procedures and Codes
1.6.2. Teaching Techniques

1.7. Activities, Didactic Media, Didactic Resources and ICT

1.7.1. Activities
1.7.2. Means and Resources from a Curriculum Perspective
1.7.3. Classification of Resources and Didactic Means
1.7.4. Didactic Means and ICT

1.8. Motivation in the Classroom and Strategies for its Achievement

1.8.1. What Does Motivation in the Classroom Consist Of?
1.8.2. Different Types of Motivation
1.8.3. Main Theories of Motivation

1.9. Educational Assessment

1.9.1. Approach to the Concept of Evaluation
1.9.2. Assessment Systems
1.9.3. Content of the Assessment: What to Evaluate?
1.9.4. Assessment Techniques and Instruments: How to Assess?
1.9.5. Assessment Moments
1.9.6. Assessment Sessions
1.9.7. Curricular Adaptations

1.10. Communication in the Teaching/Learning Process

1.10.1. The Communication Process in the Classroom
1.10.2. Communication from the Learner's Perspective
1.10.3. Communication from the Teacher's Perspective

Module 2. Gain knowledge about Mathematics in Primary Education

2.1. Mathematics and its History

2.1.1. The Beginning of Mathematics from Prehistoric Times
2.1.2. Mathematics Created by Great Names
2.1.3. Problems to Understand the World
2.1.4. Social and Cultural Importance

2.2. Mathematical Thinking

2.2.1. Definition of Mathematical Thinking
2.2.2. Characteristics and Components
2.2.3. Mathematical Problem-Solving
2.2.4. Mathematics is All Around Us

2.3. Natural Numbers and Integers

2.3.1. Appearance of the Number
2.3.2. Numbering Systems
2.3.3. Operations with Natural Numbers
2.3.4. Hierarchy of Operations
2.3.5. Greatest Common Divisor and Least Common Multiple
2.3.6. Patterns
2.3.7. Problem Solving with Natural Numbers
2.3.8. Meaning of Integers
2.3.9. Operations with Integers
2.3.10. Operations with Integers

2.4. Rational Number

2.4.1. Meaning of Rational Numbers
2.4.2. Fractions
2.4.3. Equivalences of Fractions
2.4.4. Order and Density of Fractions
2.4.5. Operations with Rational Numbers
2.4.6. Decimal Expressions

2.5. Irrational and Real Number

2.5.1. Power
2.5.2. Irrational Number
2.5.3. Root
2.5.4. Real Number

2.6. Measurements

2.6.1. Concept of Magnitude and Types
2.6.2. Measurement of Magnitudes
2.6.3. Measurement Estimation. Errors
2.6.4. Measurement Unit Systems
2.6.5. Magnitudes and their Relationships

2.7. Proportionality

2.7.1. Direct
2.7.2. Inverse
2.7.3. Rule of Three
2.7.4. Increase and Decrease of Percentages

2.8. Plane and Space Geometry

2.8.1. Introduction: Origins of Geometry
2.8.2. Basic Elements and Vocabularies for the Development of Plane Geometry
2.8.3. Polygons. Triangles: Equality and Similarity of Triangles, Points and Remarkable Lines in a Triangle. Quadrilaterals
2.8.4. Circumference
2.8.5. A Little Space Geometry: The Sphere and Polyhedra

2.9. Functions

2.9.1. Functions in Everyday Life
2.9.2. Dependence between Variables
2.9.3. Relationships by Tables, Graphs and Algebraic Expressions
2.9.4. Conception of Function. Properties
2.9.5. Elementary Functions: Direct, Affine and Constant Functions

2.10. Statistics and Probability

2.10.1. Meaning of Statistics
2.10.2. Basic Concepts: Population, Sample and Variable
2.10.3. Variables and their Types: Quantitative and Qualitative
2.10.4. Frequencies
2.10.5. Graphical Representations
2.10.6. Measures of Centralization and Dispersion
2.10.7. Study of Two Variables
2.10.8. Statistical Programs
2.10.9. Concept of Probability
2.10.10. Probability Theorem and Bayes' Theorem

Module 3. Didactics of Mathematics in Primary Education

3.1. Mathematical Knowledge 

3.1.1. The Culture of Mathematics
3.1.2. Curricular Justification
3.1.3. Learning Models
3.1.4. Theory of Didactic Situations
3.1.5. Errors in the Teaching/Learning Process in Mathematics

3.2. Mathematical Problem-Solving

3.2.1. Problem Definition
3.2.2. Problem-Solving Justification
3.2.3. Types of Problems: Structured and Unstructured
3.2.4. Problem-Solving: Strategies and Techniques
3.2.5. Understanding the Statement

3.3. Relationship Between Affectivity and Mathematics

3.3.1. Effective Dimension of Mathematics
3.3.2. Mathematics Education and its Beliefs
3.3.3. Anxiety Caused by Problem-Solving
3.3.4. Emotions Transferred to the Classroom by the Teacher

3.4. Didactic Element: The Game

3.4.1. The Game as a Didactic Element
3.4.2. Competition as a Factor to be Taken into Account
3.4.3. Games and the Theory of Didactic Situations
3.4.4. Games with Primary Education Curricular Content

3.5. Assessment

3.5.1. Know Why and for What Purpose We Assess
3.5.2. Assessing from the Perspective of Difficulty
3.5.3. Do Not Assess Content but Skills
3.5.4. Self-Assessment of Teaching Practice

3.6. Didactics and Arithmetic of the Natural Number

3.6.1. Justification of the Number in the Primary Education Curriculum
3.6.2. Concept and Uses of the Natural Number
3.6.3. First Numerical Experiences and Understanding of the Decimal Numeration System
3.6.4. Teaching Arithmetic in Primary Education
3.6.5. Additive and Multiplicative Problem-Solving
3.6.6. Traditional, Alternative, Invented and Historical Algorithms
3.6.7. Materials and Resources

3.7. Didactics: Rational Number and Alternatives to Calculus

3.7.1. Working with Fractions in Primary Education
3.7.2. The Sequence of Fractions in a Didactic Way
3.7.3. Solving Arithmetic Problems with Fractions
3.7.4. Introduction of Decimal Numbers in Primary Education
3.7.5. Differences and Similarities between Mental Calculus and Thought Calculus
3.7.6. Estimates in the Calculation Process
3.7.7. Do We Use the Calculator in Primary Education?

3.8. Didactics: Measurement of Magnitudes

3.8.1. Measurements and Magnitudes in Primary Education
3.8.2. Start Measuring at School
3.8.3. Main Difficulties in the Learning Process of Measurement
3.8.4. Teaching Materials and Resources

3.9. Didactics: Geometry

3.9.1. Practical Applications of Geometry
3.9.2. Psychopedagogical Deficiencies
3.9.3. Representation, Visualization and Reasoning
3.9.4. Materials and Resources to Work on Geometry in the Plane and in Space
3.9.5. ICT: GeoGebra

3.10. Didactics: Statistics

3.10.1. Statistics and its Didactic Utility
3.10.2. Descriptive Statistics
3.10.3. Probability and its Didactic Utility
3.10.4. Statistical Program

This program is the key to advancing your professional career, don't let this opportunity pass you by"