Platform for the Promotion of Postgraduate Programs
Master's Degree in Mathematics Education
Regional Center for Teacher Training and Educational Research - CRESUR - Mexico
General Information
Director: José Humberto Trejo CatalánModality: blended
Duration: 2 years in the Making
Email: [email protected]
Website: http://cresur.edu.mx/cresur/pagina_12_maestria_educacion_matematica.php
Phone: (52-963) 63 6 6100 ext. 221
Academic program
Specific objectives:
Disciplinary:
To delve into various disciplinary aspects related to the different types of numbers, their relationships, basic operations, variations, polysemous meanings of mathematical objects, etc.; in order to apply them in problem solving.
Didactic:
- To analyze various approaches to teaching mathematics, in order to define their validity and relevance in the context of the south-southeast region.
- To take advantage of documented results on good school practices and research in mathematics education, in order to develop teaching proposals in the classroom.
- Manage the teaching of mathematics within the framework of problem solving and evaluate the results obtained.
- To create and develop innovative teaching approaches to improve the results of national and international tests.
Management:
Design teaching proposals based on the use of technological resources such as calculators, cell phones, and free educational software, among others.
Develop didactic proposals for teaching relevant topics in student training and put them into practice, to analyze the potential results of their application, in order to enrich and adapt them for future applications.
The Educational Model of the Regional Center for Teacher Training and Educational Research (CRESUR) serves as a guide for defining the design, orientation, content, organization, and operation of its academic programs. It is based on six general principles: contextualization, quality, inclusion, innovation, interculturality, and relevance.
For the Regional Center for Teacher Training and Educational Research (CRESUR), postgraduate studies represent an opportunity for teachers in the region to deepen their disciplinary and didactic knowledge, strengthen their teaching skills, and develop the knowledge, abilities, and attitudes necessary to develop intervention projects and conduct educational research.
Therefore, CRESUR promotes, first and foremost, postgraduate programs with a professional focus, aimed at improving educational practices and achieving quality learning; although it also has the perspective of offering postgraduate studies focused on developing skills for educational research.
The postgraduate programs promoted by CRESUR have the following characteristics:
- The emphasis of the entire training process lies in building learning from experience and daily practice in the classroom and at school.
- The training is focused on the development of the professional skills necessary for teaching, school management, or the support and supervision of educational processes.
- The problems of educational practice are the starting point for the design of academic programs and research projects.
- The integration of theory and practice is an indispensable condition of training processes.
- Training is carried out through different modalities: school-based and non-school-based; direct and indirect; face-to-face, distance and mixed.
- The development of critical and reflective thinking and an interdisciplinary vision of the educational process are promoted.
- Training is carried out through various models and strategies, since its ultimate goal is the transformation and improvement of educational practice.
The link between postgraduate studies and the daily practice of students in the educational field constitutes the center of the CRESUR programs, so the Master's in Mathematics Education seeks to respond to this premise and the characteristics stated above, in this sense, this program has a professionalizing orientation.
Disciplinary:
To delve into various disciplinary aspects related to the different types of numbers, their relationships, basic operations, variations, polysemous meanings of mathematical objects, etc.; in order to apply them in problem solving.
Didactic:
- To analyze various approaches to teaching mathematics, in order to define their validity and relevance in the context of the south-southeast region.
- To take advantage of documented results on good school practices and research in mathematics education, in order to develop teaching proposals in the classroom.
- Manage the teaching of mathematics within the framework of problem solving and evaluate the results obtained.
- To create and develop innovative teaching approaches to improve the results of national and international tests.
Management:
Design teaching proposals based on the use of technological resources such as calculators, cell phones, and free educational software, among others.
Develop didactic proposals for teaching relevant topics in student training and put them into practice, to analyze the potential results of their application, in order to enrich and adapt them for future applications.
The Educational Model of the Regional Center for Teacher Training and Educational Research (CRESUR) serves as a guide for defining the design, orientation, content, organization, and operation of its academic programs. It is based on six general principles: contextualization, quality, inclusion, innovation, interculturality, and relevance.
For the Regional Center for Teacher Training and Educational Research (CRESUR), postgraduate studies represent an opportunity for teachers in the region to deepen their disciplinary and didactic knowledge, strengthen their teaching skills, and develop the knowledge, abilities, and attitudes necessary to develop intervention projects and conduct educational research.
Therefore, CRESUR promotes, first and foremost, postgraduate programs with a professional focus, aimed at improving educational practices and achieving quality learning; although it also has the perspective of offering postgraduate studies focused on developing skills for educational research.
The postgraduate programs promoted by CRESUR have the following characteristics:
- The emphasis of the entire training process lies in building learning from experience and daily practice in the classroom and at school.
- The training is focused on the development of the professional skills necessary for teaching, school management, or the support and supervision of educational processes.
- The problems of educational practice are the starting point for the design of academic programs and research projects.
- The integration of theory and practice is an indispensable condition of training processes.
- Training is carried out through different modalities: school-based and non-school-based; direct and indirect; face-to-face, distance and mixed.
- The development of critical and reflective thinking and an interdisciplinary vision of the educational process are promoted.
- Training is carried out through various models and strategies, since its ultimate goal is the transformation and improvement of educational practice.
The link between postgraduate studies and the daily practice of students in the educational field constitutes the center of the CRESUR programs, so the Master's in Mathematics Education seeks to respond to this premise and the characteristics stated above, in this sense, this program has a professionalizing orientation.
The Master's program has a professional character and aims to contribute to the training of professionals in Mathematics Education, capable of solving problems related to the teaching of mathematics at specific educational levels, through the application of diverse approaches to teaching mathematics, based on research results, which allow them to develop relevant and innovative learning environments, from the planning, development and evaluation of learning; oriented to the development of mathematical competencies in diverse socio-cultural contexts.
This specialization program is designed for classroom teachers in primary, secondary, and upper secondary education (including teacher training colleges) at public and private institutions in the southern and southeastern regions of the country. It is also suitable for pedagogical advisors and administrators in basic, upper secondary, and higher education who are interested in the field of mathematics education. The program is intended for individuals with a strong sense of responsibility, academic discipline, self-study skills, and an awareness of the significant commitment involved in participating in a program with a strong distance learning component; professionals committed to the goals of the National Education System and the improvement of education (basic, upper secondary, and higher); teachers interested in promoting and fostering independent study and self-directed learning; professionals whose careers are related to mathematics and who aspire to join the teaching staff of an educational institution at the primary, secondary, or upper secondary level; and technical or administrative support staff whose work is related to mathematics education at the primary, secondary, and upper secondary levels.
