Become a teacher par excellence, capable of transforming teenagers' preconceived ideas about mathematics. Enroll now”

Teachers have the opportunity to transform mathematics into an attractive subject for adolescents, thanks to pedagogical innovation which can change perceptions of the subject. Mathematics teachers are aware that numbers are present in the world in many ways: in the natural world, in music, in medicine or in economics. Nowadays, the everyday use of electronic devices and digital creations have highlighted the importance of mathematics, without which they could not have been created.

This Professional master’s degree, taught exclusively online, offers teachers the opportunity to further their professional careers thanks to a program taught by a team of professionals with experience in education and mathematics. Their extensive knowledge is reflected in a syllabus that will introduce students to the application of modern digital tools in the classroom, the use of games as a key element to bring mathematics closer to teenagers and the use of the Problem Based Learning (PBL) technique to make teaching sessions more appealing.

Multimedia content consisting of video summaries, detailed videos and case studies, will provide dynamism on the one hand, and on the other, will be useful for direct application by the teacher in the classroom.

This Professional master’s degree will allow teachers to improve their competencies and skills through teaching created by TECHH in a convenient format. Students will only need an electronic device with an Internet connection to access the program content. This content will be available 24 hours a day so that students can view or download it whenever they wish.

A flexible, non-classroom-based program, with no fixed schedules, ideal for people looking to broaden their professional horizons without neglecting other areas of their lives.

TECH provides you with a high-quality and flexible Professional master’s degree. Study it comfortably from your computer or tablet”

This Professional master’s degree in Teaching Mathematics in High School contains the most complete and up-to-date program on the market. The most important features include:

• The examination of case studies presented by experts in Teaching Mathematics in High School
• Graphic, schematic, and practical contents which provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be carried out to improve learning
• A 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

You are looking at a university program that will improve planning for problem-based learning in mathematics”

The teaching staff includes professionals from the sector who contribute their experience to this educational program, as well as renowned specialists from leading societies and prestigious universities.

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

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Enjoy 24-hour access to the most innovative educational material offered by this Professional master’s degree. Enroll now"

TECH uses the Relearning system in all its degrees, allowing students to progressively advance through the program, while reducing the long hours of study that are so common in other methodologies. Based on this method, a study plan is developed consisting of a syllabus divided into 11 modules where students will learn, in depth, the main techniques, tools and systems for teaching mathematics to adolescents. Visual and dynamic content that will allow them to grow professionally in their field.

A syllabus with a theoretical and practical content that will allow you to improve the teaching of mathematics to adolescents"

Module 1. Learning Mathematics in Secondary 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. Characteristics 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 the Learning of Mathematics
1.4.2. Sustained Attention and the Learning of Mathematics

1.5. Memory and Mathematics

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

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 Secondary 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. Pedagogical Innovation in Mathematics

2.1. Today's classrooms: High School and Baccalaureate Students

2.1.1. Intellectual Development
2.1.2. Physical Development
2.1.3. Psychological Development
2.1.4. Social Development
2.1.5. Ethics-Affective and Moral Development

2.2. Basis of Pedagogical Innovation

2.2.1. Behavioral Learning
2.2.2. Cognitive Learning
2.2.3. Constructivist Learning
2.2.4. Education in the 21st Century

2.3. Howard Gardner

2.3.1. Works
2.3.2. Projects
2.3.3. Awards
2.3.4. Quotes

2.4. Multiple Intelligences for High School Students

2.4.1. Linguistic Intelligence applied to Mathematics
2.4.2. Logical-Mathematical Intelligence applied to Mathematics
2.4.3. Spatial Intelligence applied to Mathematics
2.4.4. Musical Intelligence Applied to Mathematics
2.4.5. Body and Kinesthetic Intelligence applied to Mathematics
2.4.6. Intrapersonal Intelligence applied to Mathematics
2.4.7. Interpersonal Intelligence applied to Mathematics
2.4.8. Natural Intelligence applied to Mathematics
2.4.9. Existential Intelligence applied to Mathematics
2.4.10. Howard Gardner's Multiple Intelligences Test

2.5. Innovative Pedagogical Methodologies in Mathematics

2.5.1. Gamification in Mathematics
2.5.2. Portfolios/e-Portfolios applied to Mathematics
2.5.3. The Learning Landscape Applied to Mathematics
2.5.4. Problem-Based Learning (PBL) in Mathematics
2.5.5. Cooperative Learning in Mathematics
2.5.6. Comprehension Projects applied to Mathematics
2.5.7. Metacognitive Learning and Mathematics
2.5.8. Flipped Classroom applied to Mathematics
2.5.9. Peer Mentoring in Mathematics
2.5.10. Conceptual Jigsaw Puzzles applied to Mathematics
2.5.11. Digital Murals Applied to Mathematics

Module 3. Gamification in Mathematics

3.1. Play

3.1.1. Play
3.1.2. Play Since the Middle Ages

3.2. Games in Childhood

3.2.1. Areas Developed by Games

3.3. Games in Adolescence (High School Students)

3.3.1. Introduction

3.3.1.1. Elements which make Games are so Important for Adolescents
3.3.1.2. Adolescents and Video Games
3.3.1.3. Better Hand-Eye Coordination
3.3.1.4. Faster Thinking, Sharper Memory
3.3.1.5. Greater Creativity
3.3.1.6. Promote Learning

3.3.2. The Video Game as an Educational Tool

3.3.2.1. When to Act When is Video Gaming Detrimental?

3.4. Gamification

3.4.1. Motivation and “Continuous Feedback”

3.4.1.1. Personalized Education

3.4.2. Societal Change
3.4.3. Elements of Gamification

3.5. Gamification of Mathematics

3.5.1. Representation of all Types of Functions
3.5.2. Solving 1st and 2nd Degree Equations
3.5.3. Solving Systems of Equations

3.6. Application of Gamification in Mathematics

3.6.1. How Gamification Works
3.6.2. Gamification Model
3.6.3. Purpose of Gamification
3.6.4. Padlocks
3.6.5. Analysis of Gamification Elements

3.7. Application of Gamification in Mathematics (Part II)

3.7.1. Introduction to Augmented Reality
3.7.2. Creating Auras
3.7.3. Mobile Configuration

Module 4. Mathematics Portfolios/ e-Portfolios

4.1. What is a Portfolio/e-Portfolio?

4.1.1. Evidence of Mathematical Work
4.1.2. Portfolios/e-Portfolios in Education
4.1.3. Classification of Portfolios/e-Portfolios

4.1.3.1. According to Objective
4.1.3.2. According to Author
4.1.3.3. According to Technological Format

4.2. Preparation of the e-Portfolio applied to Mathematics

4.2.1. Planning
4.2.2. Define
4.2.3. Understand
4.2.4. Prepare
4.2.5. Assess

4.3. Structure of the Student's Mathematics e-Portfolio

4.3.1. Planning
4.3.2. Evidence Collection
4.3.3. Selection
4.3.4. Reflection
4.3.5. Publication and Evaluation
4.3.6. Timing

4.4. The Mathematics Portfolio: A Practical Example (Part I)

4.4.1. Portfolio Planning

4.4.1.1. Portfolio Definition
4.4.1.2. General Objectives
4.4.1.3. Specific Objectives
4.4.1.4. Core Competencies to be Worked On
4.4.1.5. Work Methodologies and Rationale
4.4.1.6. General and Specific Timing
4.4.1.7. Student Reflection Strategies (How and When?)
4.4.1.8. Teacher Feedback (How and When?)
4.4.1.9. Type of Portfolio (on Paper or Digital)
4.4.1.10. Activities to be Performed

4.5. The Mathematics Portfolio: A Practical Example (Part II)

4.5.1. Activities aimed at Improvement and Exploration
4.5.2. Necessary ICT Skills: How to Acquire Them
4.5.3. Evaluation. Types of evaluations

4.5.3.1. Conclusions

4.5.4. How are students informed of what the portfolio is intended to achieve? 

4.5.4.1. Understanding the Portfolio
4.5.4.2. Preparation
4.5.4.3. Assessment

4.5.5. Portfolio Sections

Module 5. The Learning Landscape in Mathematics

5.1. What are Learning Landscapes Applied to Mathematics?

5.1.1. The Horizontal Axis of the Learning Landscape Matrix: Bloom's Taxonomy
5.1.2. The Vertical Axis of the Learning Landscape Matrix: Multiple Intelligences
5.1.3. The Learning Landscape Matrix
5.1.4. Supplements to the Learning Landscape
5.1.5. Example of a Learning Landscape

5.2. Bloom's Taxonomy applied to Mathematics

5.2.1. Bloom's Taxonomy of Thinking Skills (1956) and Mathematics
5.2.2. Review of Bloom's Taxonomy (Anderson and Krathwohl, 2001) and Mathematics
5.2.3. Bloom's Taxonomy for the Digital Age (Churches, 2008) and Mathematics

5.3. Multiple Intelligences applied to Mathematics

5.3.1. Linguistic Intelligence applied to Mathematics
5.3.2. Logical-Mathematical Intelligence applied to Mathematics
5.3.3. Spatial Intelligence applied to Mathematics
5.3.4. Musical Intelligence applied to Mathematics
5.3.5. Body and Kinesthetic Intelligence applied to Mathematics
5.3.6. Intrapersonal Intelligence applied to Mathematics
5.3.7. Interpersonal Intelligence applied to Mathematics
5.3.8. Natural Intelligence applied to Mathematics
5.3.9. Existential Intelligence applied to Mathematics

5.4. Designing a Learning Landscape in Mathematics

5.4.1. Context of the Curricular Content to be Worked On
5.4.2. Gamification

5.4.2.1. Game Elements
5.4.2.2. Narrative

5.4.3. Design of Activities

5.4.3.1. Bloom Double-Entry Intelligences Matrix
5.4.3.2. Determination of Itineraries
5.4.3.3. Designing Activities for Each Itinerary
5.4.3.4. Assessment
5.4.3.5. Design of the Genially Graphical Environment

5.5. Example of a Learning Landscape Applied to Mathematics

5.5.1. Context of the Curricular Content to be Worked On
5.5.2. Gamification

5.5.2.1. Narrative
5.5.2.2. Game Elements

5.5.3. Design of Activities

5.5.3.1. Bloom Double-Entry Intelligences Matrix
5.5.3.2. Designing Activities for Each Itinerary
5.5.3.3. Assessment
5.5.3.4. Design of the Graphical Environment Final Result

Module 6. Problem-Based Learning (PBL) in Mathematics

6.1. What is a PBL?

6.1.1. Problem-Based Learning or Project-Based Learning? 

6.1.1.1. Problem-Based Learning
6.1.1.2. Project-Based Learning

6.2. Features of PBL in Mathematics

6.2.1. Features, Pros and Cons of Master Classes

6.2.1.1. Features
6.2.1.2. Positive Aspects
6.2.1.3. Negative Aspects

6.2.2. Features, Advantages and Disadvantages of PBL

6.2.2.1. Features
6.2.2.2. Positive Aspects
6.2.2.3. Negative Aspects

6.3. Planning of PBL in Mathematics

6.3.1. What is a Problem? 
6.3.2. Criteria for Developing PBL problems
6.3.3. Variants of PBL

6.3.3.1. PBL for 60 Students (Hong Kong)
6.3.3.2. PBL 4x4

6.3.4. Methodology

6.3.4.1. Group Formation
6.3.4.2. Planning and Design of PBL

6.3.5. Design of Mathematics PBL 

6.4. Development of PBL in Mathematics

6.4.1. Evolution of Group in the PBL
6.4.2. Steps to be Taken by Students in the Development of PBL

6.4.2.1. General Process for Students
6.4.2.2. Process Established by Morales and Landa (2004)
6.4.2.3. Process Established by Exley and Dennick (2007)

6.4.3. Use of Researched Information

6.5. Role of the Teacher and the Student

6.5.1. The Role Played by Teachers in PBL
6.5.2. Tutor's Manner of Guiding/Counselling
6.5.3. Use of Researched Information
6.5.4. The Role Played by Students in PBL
6.5.5. Student Roles in PBL

6.6. Assessment of PBL in Mathematics

6.6.1. Student Assessment
6.6.2. Teacher Evaluation
6.6.3. PBL Assessment (Process)
6.6.4. Assessment of Process Outcome
6.6.5. Assessment Techniques

6.7. Example of PBL Applied to Mathematics

6.7.1. Planning or Design of PBL

6.7.1.1. Phases of the PBL Design
6.7.1.2. Application Phases of PBL Design

6.7.2. Group Determination
6.7.3. Role of the Teacher
6.7.4. Work Process with Students
6.7.5. Evaluation of PBL

Module 7. Cooperative Learning in Mathematics

7.1. What is Cooperative Learning? How is it Applied to Mathematics?

7.1.1. Differentiation between Cooperative and Collaborative Work

7.2. The Objectives of Cooperative Learning in Mathematics

7.2.1. The Objectives of Cooperative Learning
7.2.2. Benefits of this Learning Method
7.2.3. Objectives of Cooperative Learning in a Multicultural Context
7.2.4. Disadvantages of this Learning Method
7.2.5. In Mathematics

7.3. The Features of Cooperative Learning in Mathematics

7.3.1. Positive Interdependence
7.3.2. Mutual Support
7.3.3. Individual Responsibility
7.3.4. Social Skills
7.3.5. Self-Assessment of Group Performance

7.4. Types of Cooperative Learning in Mathematics

7.4.1. Puzzles or Jigsaws
7.4.2. Team Achievement Divisions
7.4.3. Research Groups
7.4.4. Co-op
7.4.5. Teams-Games-Tournaments

7.5. Planning and Guidance in Cooperative Work in Mathematics 

7.5.1. Implementation Stages
7.5.2. Group Formation
7.5.3. Classroom Set-Up
7.5.4. Assignment of Student Roles
7.5.5. Explanation of the Task to be Performed
7.5.6. Teacher Intervention in Cooperative Groups

7.6. Teacher Role in Cooperative Work in Mathematics

7.6.1. Roles of the Teacher
7.6.2. The Role of the Teacher

7.7. The Assessment of Cooperative Learning in Mathematics

7.7.1. Evaluation of the Individual Learning Process while Working: Mathematics Cooperative
7.7.2. Evaluation of the of Group Learning Process while Working: Mathematics Cooperative
7.7.3. The Role of the Assessment Observation
7.7.4. Co-Evaluation of Cooperative Work in Mathematics
7.7.5. Self-evaluation of Cooperative Work in Mathematics

7.8. Examples of Cooperative Learning Applied to Mathematics

7.8.1. Review of Cooperative Project Planning
7.8.2. First Phase: Preliminary Decision-Making

7.8.2.1. Learning Objectives
7.8.2.2. Cooperative Methodology to be Used
7.8.2.3. Group Size
7.8.2.4. Learning Materials
7.8.2.5. Assignment of Students to Groups
7.8.2.6. Preparation of the Physical Space
7.8.2.7. Role Distribution

7.8.3. Second Phase: Task Structuring: Positive Interdependence

7.8.3.1. Explanation of the Task 
7.8.3.2. Explanation of Success Criteria
7.8.3.3. Structuring Positive Interdependence
7.8.3.4. Structuring of Individual Responsibility
7.8.3.5. Interpersonal Skills and Social Skills

7.8.4. Third Phase: Execution and Control of the Process

7.8.5. Fourth Phase: Evaluation of the Learning Process and Group Interaction
7.8.5.1. Activity Closure 
7.8.5.2. Assessment of Quantity and Quality of Learning
7.8.5.3. Evaluation of Group Performance

Module 8. Comprehension Projects in Mathematics

8.1. What are Comprehension Projects Applied to Mathematics?

8.1.1. Elements of the Mathematics Comprehension Project

8.2. Review of Multiple Intelligences Applied to Mathematics

8.2.1. Types of Multiple Intelligences
8.2.2. Biological Criteria
8.2.3. Developmental Psychology Criteria
8.2.4. Experimental Psychology Criteria
8.2.5. Psychometric Studies Criteria
8.2.6. Logical Analysis Criteria
8.2.7. The Role of the Teacher
8.2.8. Multiple Intelligences applied to Mathematics

8.3. Presentation of the Comprehension Project Applied to Mathematics

8.3.1. What can you Expect to Find in a Classroom Where you are Teaching for Understanding? 
8.3.2. What is the Role of the Teacher in Classes Aimed at Comprehension? 
8.3.3. What do Students do in Classes Aimed at Comprehension?
8.3.4. How to Motivate Students to Learn Science
8.3.5. Developing a Comprehension Project
8.3.6. Thinking about the Class from Back to Front
8.3.7. Relationship between the Elements of the Comprehension Project
8.3.8. Some Reflections on Working with the Teaching for Understanding Framework
8.3.9. Curricular Unit on the Concept of Probability

8.4. The Generative Topic in the Comprehension Project applied to Mathematics

8.4.1. Generative Topics
8.4.2. Key Features of Generative Topics
8.4.3. How to Plan Generative Topics
8.4.4. How to Improve Brainstorming on Generative Topics
8.4.5. How to Teach with Generative Topics

8.5. Threads in the Comprehension Project Applied to Mathematics

8.5.1. Key Features of Comprehension Goals

8.6. Comprehension Activities in the Comprehension Project Applied to Mathematics

8.6.1. Preliminary Activities in the Comprehension Project Applied to Mathematics
8.6.2. Research Activities in the Comprehension Project as Applied to Mathematics
8.6.3. Synthesis Activities in the Comprehension Project Applied to Mathematics

8.7. Continuous Assessment in the Comprehension Project Applied to Mathematics

8.7.1. Continuous Diagnostic Assessment

8.8. Documentation Creation in the Comprehension Project Applied to Mathematics

8.8.1. Documentation for the Teacher's Own Use
8.8.2. Documentation to be Given to Students

Module 9. Metacognitive Learning and Mathematics

9.1. Learning and Mathematics

9.1.1. The Learning Process
9.1.2. Learning Styles
9.1.3. Factors of Learning
9.1.4. Mathematics Teaching and Learning

9.2. Types of Learning

9.2.1. Behaviorist Theory
9.2.2. Cognitivist Theory
9.2.3. Constructivist Theory
9.2.4. Sociocultural Theory

9.3. What is Metacognition in Mathematics

9.3.1. What is Metacognition? 
9.3.2. Metacognitive Knowledge
9.3.3. Strategies
9.3.4. Metacognitive Strategies in Mathematics

9.4. Teaching to Think in Mathematics

9.4.1. Teaching to Learn and Think
9.4.2. Keys to Teaching Learning and Thinking
9.4.3. Mental Strategies for Learning and Thinking
9.4.4. Methodology for Learning to Learn
9.4.5. Factors Influencing Study and Work
9.4.6. Study Planning
9.4.7. Intellectual Work Techniques

9.5. Learning Strategies in Mathematics

9.5.1. Metacognition in Problem Solving
9.5.2. What is a Problem in Mathematics? 
9.5.3. Types of Problems
9.5.4. Problem-Solving Models

9.5.4.1. Pólya’s Model
9.5.4.2. Mayer's Model
9.5.4.3. A. H. Schoenfeld's Model
9.5.4.4. Mason- Burton-Stacey's Model
9.5.4.5. Miguel de Guzmán's Model
9.5.4.6. Manoli Pifarré and Jaume Sanuy's Model

9.6. Example of Metacognitive Learning Applied to Mathematics

9.6.1. Learning Tools

9.6.1.1. Underlining
9.6.1.2. Drawing
9.6.1.3. Summary
9.6.1.4. Schematics
9.6.1.5. Conceptual Maps
9.6.1.6. Mind Maps
9.6.1.7. Teaching to Learn
9.6.1.8. Brainstorming

9.6.2. Application of Metacognition in Problem Solving

Module 10. Other Innovative Methodologies in Mathematics

10.1. Flipped Classroom Applied to Mathematics

10.1.1. The Traditional Class
10.1.2. What Is the Flipped Classroom?
10.1.3. Advantages of the Flipped Classroom applied to Mathematics
10.1.4. Disadvantages of the Flipped Classroom applied to Mathematics
10.1.5. Example of a Flipped Classroom applied to Mathematics

10.2. Peer Mentoring in Mathematics

10.2.1. Definition of Mentoring
10.2.2. What is Peer Mentoring?
10.2.3. Advantages of Peer Mentoring in Mathematics
10.2.4. Disadvantages of Peer Mentoring in Mathematics
10.2.5. Example of Peer Mentoring Applied to Mathematics

10.3. Conceptual Jigsaw Puzzles applied to Mathematics

10.3.1. Definition of Jigsaw Puzzles
10.3.2. What is a Conceptual Jigsaw Puzzle?
10.3.3. Advantages of Conceptual Jigsaw Puzzles in Mathematics
10.3.4. Disadvantages of Conceptual Jigsaw Puzzles in Mathematics
10.3.5. Example of Conceptual Jigsaw Puzzle Applied to Mathematics

10.4. Digital Murals applied to Mathematics

10.4.1. Definition of a Mural
10.4.2. Digital Murals in Mathematics
10.4.3. Tools for Making Digital Murals in Mathematics
10.4.4. Advantages of Digital Murals in Mathematics
10.4.5. Disadvantages ofDigital Murals in Mathematics
10.4.6. An Example of a Digital Mural applied to Mathematics

Module 11. Designing a Mathematics Teaching Unit

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

11.1.1. Elements of a Teaching Unit

11.1.1.1. Description

11.1.2. Curriculum

11.1.2.1. General Objectives for the Stage
11.1.2.2. General Objectives for the Subject

11.1.2.2.1. Linguistic Communication Skills
11.1.2.2.2. Mathematical Skills and Core Skills in Science and Technology
11.1.2.2.3. Digital Competence
11.1.2.2.4. Learning to Learn
11.1.2.2.5. Social and Civic Skills
11.1.2.2.6. Sense of Initiative and Entrepreneurship
11.1.2.2.7. Cultural Awareness and Expressions

11.1.3. Contents

11.1.3.1. Minimum Contents
11.1.3.2. Cross-cutting Contents
11.1.3.3. Interdisciplinary Contents

11.1.4. Methodology

11.1.4.1. Sequence of Activities
11.1.4.2. Material Resources
11.1.4.3. Organization of Space and Timing
11.1.4.4. Attention to Diversity

11.1.5. Evaluation

11.1.5.1. Assessment Criteria 
11.1.5.2. Assessable Learning Standards
11.1.5.3. Teaching Methodology
11.1.5.4. Skills

11.2. Introduction of the Mathematics Teaching Unit

11.2.1. Mathematics Field
11.2.2. General Objectives for the Stage
11.2.3. General Objectives for the Subject
11.2.4. Key Competencies
11.2.5. Cross-cutting Elements

11.3. Recipients of the Mathematics Teaching Unit

11.3.1. Students with Special Educational Needs(SEN)

11.3.1.1. Definition of Students with SEN (Special Educational Needs)
11.3.1.2. Definition of Students with SEND (Special Educational Needs and Disabilities)

11.3.2. Students with High Abilities

11.3.2.1. The School
11.3.2.2. The Role of the Teacher in the Classroom

11.3.3. Students with Attention Deficit Hyperactivity Disorder (ADHD)

11.3.3.1. In School
11.3.3.2. The Role of the Teacher in the Classroom

11.3.4. Students with Autism Spectrum Disorder (ASD)

11.3.4.1. Characteristics
11.3.4.2. The Role of the Teacher in the Classroom

11.3.5. Students with Learning Difficulties

11.3.5.1. Dyslexia
11.3.5.2. Dysgraphia
11.3.5.3. Dyscalculia

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

11.4.1. Gamification in Mathematics
11.4.2. The Portfolio Applied to Mathematics
11.4.3. The Learning Landscape Applied to Mathematics
11.4.4. Problem-Based Learning (PBL) in Mathematics
11.4.5. Cooperative Learning in Mathematics
11.4.6. Comprehension Projects Applied to Mathematics
11.4.7. Metacognitive Learning and Mathematics
11.4.8. Flipped Classroom Applied to Mathematics
11.4.9. Conceptual Jigsaw Puzzles applied to Mathematics
11.4.10. Digital Murals applied to Mathematics

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

11.5.1. Mathematics- High School Years 1 and 2 

11.5.1.1. Mathematical Processes, Methods and Attitudes
11.5.1.2. Numbers and Algebra
11.5.1.3. Geometry
11.5.1.4. Functions
11.5.1.5. Statistics and Probability

11.5.2. Mathematics Aimed at Year 3 High School Students

11.5.2.1. Mathematical Processes, Methods and Attitudes
11.5.2.2. Numbers and Algebra
11.5.2.3. Geometry
11.5.2.4. Functions
11.5.2.5. Statistics and Probability

11.5.3. Mathematics Aimed at Year 4 High School Students

11.5.3.1. Mathematical Processes, Methods and Attitudes
11.5.3.2. Numbers and Algebra
11.5.3.3. Geometry
11.5.3.4. Functions
11.5.3.5. Statistics and Probability

11.5.4. Mathematics Aimed at Applied Teaching for Year 3 High School Students

11.5.4.1. Mathematical Processes, Methods and Attitudes
11.5.4.2. Numbers and Algebra
11.5.4.3. Geometry
11.5.4.4. Functions
11.5.4.5. Statistics and Probability

11.5.5. Mathematics Aimed at Applied Teaching for Year 4 High School Students

11.5.5.1. Mathematical Processes, Methods and Attitudes
11.5.5.2. Numbers and Algebra
11.5.5.3. Geometry
11.5.5.4. Functions
11.5.5.5. Statistics and Probability

11.5.6. Mathematics for Year 1 Baccalaureate Students

11.5.6.1. Mathematical Processes, Methods and Attitudes
11.5.6.2. Numbers and Algebra
11.5.6.3. Analysis
11.5.6.4. Geometry
11.5.6.5. Statistics and Probability

11.5.7. Mathematics for Year 2 Baccalaureate Students

11.5.7.1. Mathematical Processes, Methods and Attitudes
11.5.7.2. Numbers and Algebra
11.5.7.3. Analysis
11.5.7.4. Geometry
11.5.7.5. Statistics and Probability

11.5.8. Mathematics Applied to Social Sciences- Year1 Baccalaureate

11.5.8.1. Mathematical Processes, Methods and Attitudes
11.5.8.2. Numbers and Algebra
11.5.8.3. Analysis
11.5.8.4. Statistics and Probability

11.5.9. Mathematics Applied to Social Sciences- Year 2 Baccalaureate

11.5.9.1. Mathematical Processes, Methods and Attitudes
11.5.9.2. Numbers and Algebra
11.5.9.3. Analysis
11.5.9.4. Statistics and Probability

11.6. Creation of the Mathematics Teaching Unit

11.6.1. Elements of a Teaching Unit

11.6.1.1. Description
11.6.1.2. Curriculum

11.6.1.2.1. General objectives for the Stage
11.6.1.2.2. General objectives for the Subject
11.6.1.2.3. Key Competencies

11.6.1.3. Contents
11.6.1.4. Methodology
11.6.1.5. Sequence of Activities
11.6.1.6. Material Resources
11.6.1.7. Organization of Space and Timing
11.6.1.8. Attention to Diversity
11.6.1.9. Assessment

11.7. Introduction of the Mathematics Teaching Unit

11.7.1. The Cover
11.7.2. The Index
11.7.3. Previous Knowledge
11.7.4. The Theme

11.8. Classroom Application of the Mathematics Teaching Unit

11.8.1. Documentation Delivery
11.8.2. Creation of Cooperative Groups
11.8.3. Cooperative Theoretical Work
11.8.4. Synthesis Activity: Digital Mural
11.8.5. Presentation of the Digital Mural

11.9. Assessment of a Mathematics Teaching Unit

11.9.1. Assessment of the Teaching Unit
11.9.2. Student Assessment
11.9.3. Assessment of the Teaching Unit
11.9.4. Grade

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