Update your didactic knowledge and design your educational units from start to finish with the best academic option”

The Didactics of Mathematics was born in France in 1970 and since then many researchers have dedicated their time to improve the learning of such a vital subject for the academic and professional development of people. 

These studies have made it possible to delve into teaching methods, as well as the functioning of the human brain itself, in order to acquire mathematical concepts such as algebra, geometry or statistics. This is a daily task for the teacher who must bring numbers to teen students in an attractive way. In this line, TECH has designed this Postgraduate certificate in Didactics of Mathematics in Secondary Education in 100% online modality.

This is an advanced program of 375 teaching hours, where students delve into the cognitive and metacognitive processes, memory, attention or the relationship of high abilities and giftedness with mathematics. In addition, this program will allow you to design a didactic unit, taking into account the educational level and all the elements (methods, objectives, resources and evaluation) that it must contain.

A Postgraduate certificate designed by and for today's teachers who must know how to adapt their teaching to the diversity of the classroom and do it in an attractive way. To make this task even easier, TECH provides case studies, elaborated by specialized professionals, which will help them to create their own successful didactic units.

The teaching professionals are therefore faced with an unparalleled opportunity to perfect their classroom competencies through a program that they can access whenever and wherever they wish. It only need a an electronic device with Internet connection to be able to visualize, at any time, the contents hosted on the virtual platform.

Take a step forward in your teaching career through a 100% online and flexible Postgraduate certificate”

This Postgraduate certificate in Didactics of Mathematics in High School contains the most complete and up-to-date educational program on the market. The most important features include: 

• The examination of case studies presented by experts in Didactics of Mathematics in High School Education 
• The graphic, schematic and practical contents of the book provide technical and practical information on those disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection 

Enhance your work as a teacher through an advanced and dynamic syllabus thanks to the numerous additional resources provided by TECH”

The program's teaching staff includes professionals from the sector who contribute their work experience to this program, in addition to renowned specialists from leading societies and prestigious 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 immersive education programmed to learn in real situations.

The design of this program focuses on Problem-Based Learning, by means of which the professional must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.

Case studies provided by the excellent teaching team will guide you to successfully design your mathematics didactic units"

This Postgraduate certificate will give you a plus to your teaching work by applying the most innovative didactics according to the educational level of your students"

The syllabus of this Postgraduate certificate includes a 6-week academic itinerary that will lead the teacher to delve into the main theories and studies focused on Mathematics Learning. In addition, thanks to the pedagogical resources offered by TECH, you will be able to delve into the planning and creation of a didactic unit with all the elements that make it up. Also, thanks to the Relearning method, you will be able to reduce the hours of study and memorization.

This advanced syllabus will allow you to improve your students' Mathematics Learning by properly orienting your Didactics”

Module 1. Learning Mathematics in High School

1.1. Defining Learning

1.1.1. The Role of Learning
1.1.2. Types of Learning

1.2. Learning Mathematics

1.2.1. Differential Learning of Mathematics
1.2.2. Features of Mathematics

1.3. Cognitive and Metacognitive Processes in Mathematics

1.3.1. Cognitive Processes in Mathematics
1.3.2. Metacognitive Processes in Mathematics

1.4. Attention and Mathematics

1.4.1. Focused Attention and Mathematics Learning
1.4.2. Sustained Attention and Mathematics Learning

1.5. Memory and Mathematics

1.5.1. Short-Term Memory and Mathematics Learning
1.5.2. Long-Term Memory and Mathematics Learning

1.6. Language and Mathematics

1.6.1. Language Development and Mathematics
1.6.2. Mathematical Language

1.7. Intelligence and Mathematics

1.7.1. Development of Intelligence and Mathematics
1.7.2. Relationship of High Abilities and Giftedness with Mathematics

1.8. Neural Bases of Mathematics Learning

1.8.1. Neural Foundations of Mathematics
1.8.2. Adjacent Neural Processes of Mathematics

1.9. Characteristics of High School Students

1.9.1. Adolescent Emotional Development
1.9.2. Emotional Intelligence Applied to Adolescents

1.10. Adolescence and Mathematics

1.10.1. Adolescent Mathematical Development
1.10.2. Adolescent Mathematical Thinking

Module 2. Designing a Mathematics Teaching Unit

2.1. What does the Design of a Mathematics Teaching Unit Entail?

2.1.1. Elements of a Teaching Unit

2.1.1.1. Description

2.1.2. Curriculum

2.1.2.1. General Objectives for the Stage
2.1.2.2. General Objectives for the Subject

2.1.2.2.1. Linguistic Communication Skills
2.1.2.2.2. Mathematical Skills and Core Skills in Science and Technology
2.1.2.2.3. Digital Competence
2.1.2.2.4. Learning to Learn
2.1.2.2.5. Social and Civic Competences
2.1.2.2.6. Sense of Initiative and Entrepreneurship
2.1.2.2.7. Cultural Awareness and Expressions

2.1.3. Contents

2.1.3.1. Minimum Contents
2.1.3.2. Cross-cutting Contents
2.1.3.3. Interdisciplinary Contents

2.1.4. Methodology

2.1.4.1. Sequence of Activities
2.1.4.2. Material Resources
2.1.4.3. Organization of Space and Timing
2.1.4.4. Attention to Diversity

2.1.5. Assessment

2.1.5.1. Assessment Criteria
2.1.5.2. Assessable Learning Standards
2.1.5.3. Teaching Methodology
2.1.5.4. Competencies

2.2. Introduction of the Mathematics Teaching Unit

2.2.1. Early Childhood
2.2.2. General Objectives for the Stage
2.2.3. General Objectives for the Subject
2.2.4. Key Competencies
2.2.5. Cross-cutting Elements

2.3. Recipients of the Mathematics Teaching Unit

2.3.1. Students with Special Educational Needs(SEN)

2.3.1.1. Definition of Children with SEN
2.3.1.2. Definition of Students with SEND (Special Educational Needs and Disabilities)

2.3.2. Students with High Abilities

2.3.2.1. The School
2.3.2.2. The Role of the Teacher in the Classroom

2.3.3. Students with Attention Deficit Hyperactivity Disorder (ADHD)

2.3.3.1. In School
2.3.3.2. The Role of the Teacher in the Classroom

2.3.4. Students with Autism Spectrum Disorder (ASD)

2.3.4.1. Features
2.3.4.2. The Role of the Teacher in the Classroom

2.3.5. Students with Learning Difficulties

2.3.5.1. Dyslexia
2.3.5.2. Dysgraphia
2.3.5.3. Dyscalculia

2.4. Choice of Methodology for the Delivery of the Teaching Unit

2.4.1. Gamification in Mathematics
2.4.2. The Portfolio Applied to Mathematics
2.4.3. The Learning Landscape Applied to Mathematics
2.4.4. Problem-Based Learning (PBL) in Mathematics
2.4.5. Cooperative Learning in Mathematics
2.4.6. Comprehension Projects Applied to Mathematics
2.4.7. Metacognitive Learning and Mathematics
2.4.8. Flipped Classroom Applied to Mathematics
2.4.9. Conceptual Jigsaw Puzzles applied to Mathematics
2.4.10. Digital Murals Applied to Mathematics

2.5. Selection of the Work Topic for the Mathematics Teaching Unit

2.5.1. Mathematics: -1 and 2 ESO

2.5.1.1. Mathematical Processes, Methods and Attitudes
2.5.1.2. Numbers and Algebra
2.5.1.3. Geometry
2.5.1.4. Functions
2.5.1.5. Statistics and Probability

2.5.2. Mathematics Aimed at Year: School Students 3 ESO

2.5.2.1. Mathematical Processes, Methods and Attitudes
2.5.2.2. Numbers and Algebra
2.5.2.3. Geometry
2.5.2.4. Functions
2.5.2.5. Statistics and Probability

2.5.3. Mathematics Aimed at Year: School Students 4 ESO

2.5.3.1. Mathematical Processes, Methods and Attitudes
2.5.3.2. Numbers and Algebra
2.5.3.3. Geometry
2.5.3.4. Functions
2.5.3.5. Statistics and Probability

2.5.4. Mathematics Aimed at Year: School Students 3 ESO

2.5.4.1. Mathematical Processes, Methods and Attitudes
2.5.4.2. Numbers and Algebra
2.5.4.3. Geometry
2.5.4.4. Functions
2.5.4.5. Statistics and Probability

2.5.5. Mathematics Aimed at Year: School Students 4 ESO

2.5.5.1. Mathematical Processes, Methods and Attitudes
2.5.5.2. Numbers and Algebra
2.5.5.3. Geometry
2.5.5.4. Functions
2.5.5.5. Statistics and Probability

2.5.6. Mathematics I: 1 High School

2.5.6.1. Mathematical Processes, Methods and Attitudes
2.5.6.2. Numbers and Algebra
2.5.6.3. Analysis
2.5.6.4. Geometry
2.5.6.5. Statistics and Probability

2.5.7. Mathematics II: 2 High School

2.5.7.1. Mathematical Processes, Methods and Attitudes
2.5.7.2. Numbers and Algebra
2.5.7.3. Analysis
2.5.7.4. Geometry
2.5.7.5. Statistics and Probability

2.5.8. Mathematics Applied to Social Sciences: 1 High School

2.5.8.1. Mathematical Processes, Methods and Attitudes
2.5.8.2. Numbers and Algebra
2.5.8.3. Analysis
2.5.8.4. Statistics and Probability

2.5.9. Mathematics Applied to Social Sciences: 2 High School

2.5.9.1. Mathematical Processes, Methods and Attitudes
2.5.9.2. Numbers and Algebra
2.5.9.3. Analysis
2.5.9.4. Statistics and Probability

2.6. Creation of the Mathematics Teaching Unit

2.6.1. Elements of a Teaching Unit

2.6.1.1. Description
2.6.1.2. Curriculum

2.6.1.2.1. General Objectives for the Stage
2.6.1.2.2. General Objectives for the Subject
2.6.1.2.3. Key Competencies

2.6.1.3. Contents
2.6.1.4. Methodology
2.6.1.5. Sequence of Activities
2.6.1.6. Material Resources
2.6.1.7. Organization of Space and Timing
2.6.1.8. Attention to Diversity
2.6.1.9. Assessment

2.7. Introduction of the Mathematics Teaching Unit

2.7.1. The Cover
2.7.2. The Index
2.7.3. Previous Knowledge
2.7.4. Themes

2.8. Classroom Application of the Mathematics Teaching Unit

2.8.1. Documentation Delivery
2.8.2. Creation of Cooperative Groups
2.8.3. Cooperative Theoretical Work
2.8.4. Synthesis Activity: Digital Mural
2.8.5. Presentation of the Digital Mural

2.9. Assessment of a Mathematics Teaching Unit

2.9.1. Competency-Based Evaluation imperative
2.9.2. Assessment and Grade
2.9.3. Assessment of the Teaching Unit
2.9.4. Student Assessment
2.9.5. Assessment of the Teaching Unit
2.9.6. Grade

With this program you will delve into the neural basis of Mathematics Learning under the highest scientific rigor”