A Postgraduate diploma that will enable excellent teaching in line with the most innovative and dynamic educational guidelines"

Mathematics is probably the most despised subject among students, especially in High School Education. The logical thinking it requires, as well as the complexity involved in their procedures, cause adolescents to reject it in the vast majority of cases, due to the use of antiquated and static teaching techniques. However, the development of metacognition in this area has enabled teachers to create comprehension-based learning projects. 

It is a pedagogical strategy that has undoubtedly revolutionized teaching through its inclusion in educational syllabuses thanks to a myriad of tools and materials based on technological didactics. Based on this, if the graduate is interested in raising their classes to the highest level from the point of view of teaching in the 21st century, they can count on this Postgraduate diploma to achieve it. This university presents a program designed by a team versed in education and pedagogy that includes 450 hours of the best theoretical, practical and additional content and with which you will be able to work intensively on the most innovative foundations for teaching mathematics through metacognition and autonomous problem solving. 

In this way, in just six months of 100% online study you will be able to implement in your practice the most effective educational tools, as well as the techniques that have had the best results so far. This is a program in which you will not only find the most exhaustive (innovative) syllabus, but you will also have access to dozens of hours of additional multidisciplinary material, to contextualize the information and delve in a personalized way in the different sections. In addition, there will be the participation of an outstanding International Guest Director, an expert with extensive research experience, who will offer exclusive and detailed Masterclasses focused on the latest innovations in Mathematics education.

Are you interested in specializing in teaching Mathematics? TECH will give you access to a unique and additional set of Masterclasses, taught by an internationally renowned teacher in this field”

This Postgraduate diploma in Metacognitive Learning in Mathematics contains the most complete and up-to-date program on the market. Its most notable features are:

• The examination of practical cases presented by experts in Mathematics teaching
• 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 to carry out the self-assessment process 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

A Postgraduate diploma with which you will revolutionize the teaching of Mathematics from metacognition and awareness of the different technical processes involved"  

The program’s teaching staff includes professionals from the sector who contribute their work experience to this training program, as well as 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. 

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise during the course. For this purpose, students will be assisted by an innovative interactive video system created by renowned experts.  

You will have access to a catalog of generative topics related to Mathematics comprehension projects, so that you can avoid obstacles to learning and plan classes that are at the forefront of education"

The best program on the academic market to get you up to date on the most advanced learning theories in a 100% online way"

Designing a degree program on cutting-edge teaching, while employing obsolete academic strategies that lack dynamism would make no sense. For this reason, TECH is launching this program as a unique opportunity for all teaching professionals who want access to the highest level of education. Developed based on the most innovative and effective pedagogical technique: Relearning. In addition, they will have additional high quality material presented in different formats, in order to delve in a personalized way into the different sections of the syllabus. All of this is hosted in a state-of-the-art virtual campus that can be accessed from any device with an Internet connection.

The content of this Postgraduate diploma includes: detailed videos, research articles, complementary readings, self-knowledge exercises and much more, so that you can expand each section in a personalized way" 

Module 1. Mathematics Learning in High School

1.1. Defining Learning

1.1.1. The Role of Learning
1.1.2. Learning Types

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 between High Abilities, Giftedness and 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. Comprehension Projects in Mathematics

2.1. What Are Comprehension Projects Applied to Mathematics?

2.1.1. Elements of the Mathematics Comprehension Project

2.2. Review of Multiple Intelligences Applied to Mathematics

2.2.1. Types of Multiple Intelligences
2.2.2. Biological Criteria
2.2.3. Developmental Psychology Criteria
2.2.4. Experimental Psychology Criteria
2.2.5. Psychometric Studies Criteria
2.2.6. Logical Analysis Criteria
2.2.7. The Role Played by the Teacher
2.2.8. Multiple Intelligences Applied to Mathematics

2.3. Presentation of the Mathematics Comprehension Project

2.3.1. What Can You Expect to Find in a Classroom Where You Are Teaching for Understanding? 
2.3.2. What Is the Role of the Teacher in Classes Aimed at Understanding? 
2.3.3. What Do Students Do in Classes Aimed at Understanding? 
2.3.4. How to Motivate Students to Learn Science 
2.3.5. Developing a Comprehension Project
2.3.6. Thinking about the Class from Back to Front
2.3.7. Relationship between the Elements of the Comprehension Project
2.3.8. Some Reflections on Working with the Teaching for Understanding Framework
2.3.9. Curricular Unit on the Concept of Probability

2.4. The Generative Topic in the Comprehension Project Applied to Mathematics

2.4.1. Generative Topics
2.4.2. Key Features of Generative Topics
2.4.3. How to Plan Generative Topics
2.4.4. How to Improve Brainstorming on Generative Topics
2.4.5. How to Teach with Generative Topics

2.5. Driving Threads in the Comprehension Project Applied to Mathematics

2.5.1. Key Features of Comprehension Goals

2.6. Comprehension Activities in the Mathematics Comprehension Project

2.6.1. Preliminary Activities in the Mathematics Comprehension Project
2.6.2. Research Activities for a Mathematics Comprehension Project
2.6.3. Synthesis Activities in the Mathematics Comprehension Project

2.7. Continuous Assessment in the Mathematics Comprehension Project

2.7.1. Continuous Diagnostic Assessment

2.8. Documentation Creation in the Mathematics Comprehension Project

2.8.1. Documentation for the Teacher's Own Use
2.8.2. Documentation to Be Given to Students

Module 3. Metacognitive Learning and Mathematics

3.1. Learning and Mathematics

3.1.1. Learning
3.1.2. Learning Styles
3.1.3. Factors from Learning
3.1.4. Teaching and Mathematics Learning

3.2. Learning Theories

3.2.1. Behaviorist Theory
3.2.2. Cognitivist Theory
3.2.3. Constructivist Theory
3.2.4. Sociocultural Theory

3.3. What Is Metacognition in Mathematics?

3.3.1. What Is Metacognition? 
3.3.2. Metacognitive Knowledge
3.3.3. Strategies
3.3.4. Metacognitive Strategies in Mathematics

3.4. Teaching to Think in Mathematics

3.4.1. Teaching to Learn and Think
3.4.2. Keys to Teaching Learning and Thinking
3.4.3. Mental Strategies for Learning and Thinking
3.4.4. Methodology for Learning to Learn
3.4.5. Factors Influencing Study and Work
3.4.6. Study Planning
3.4.7. Intellectual Work Techniques

3.5. Learning Strategies in Mathematics: Problem Solving

3.5.1. Metacognition in Problem Solving
3.5.2. What Is a Problem in Mathematics? 
3.5.3. Types of Problems
3.5.4. Problem-Solving Models

3.5.4.1. Pólya’s Model
3.5.4.2. Mayer's Model
3.5.4.3. A. H. Schoenfeld's Model
3.5.4.4. Mason-Burton-Stacey's Model
3.5.4.5. Miguel de Guzmán's Model
3.5.4.6. Manoli Pifarré and Jaume Sanuy's Model

3.6. Example of Metacognitive Learning Applied to Mathematics.

3.6.1. Learning Tools

3.6.1.1. Underlining
3.6.1.2. Drawing
3.6.1.3. Summary
3.6.1.4. The Scheme
3.6.1.5. Conceptual Maps
3.6.1.6. Mind Maps
3.6.1.7. Teaching to Learn
3.6.1.8. Brainstorming

3.6.2. Application of Metacognition in Problem Solving

Nutzen Sie die Gelegenheit, sich mit erfahrenen Fachleuten zu umgeben und von ihrer Arbeitsmethodik zu lernen"