Mathematics for Education

During their studies, the students are acquainted with the elements of contemporary mathematical disciplines (geometry, algebra, differential and integral calculus) and of the disciplines related to them. The teaching material is presented in such a way that it provides an understanding of the architecture of the individual mathematical disciplines on one hand and also an understanding of the relationship between mathematics as science and the school subject called mathematics.

Whatever you teach, make sure that it is clear truth. (Comenius)

The objective of the study is especially the preparation for the master track of teacher training for mathematics teachers. In the part of the studies common for mathematics and the other subject, the students receive training in psychology, pedagogy, and general didactics. The graduates are thus sufficiently qualified to become teaching assistants.

Through studying for the Bachelor’s degree graduates gain the necessary competences that allow them to critically apply the use of their pedagogical and psychological knowledge in practice as a teaching assistant or other educational worker (e.g. free-time instructor in youth centres or after-school clubs, in various civic associations engaged in pedagogical activities) in an appropriate manner.

The degree develops students’ analytical and comparative skills, which enable them to understand the diverse pedagogical reality and to use subject-specific, pedagogical, and psychological publications in their work for planning, implementing and reflecting on educational activities. They develop communication skills important for communication and collaboration with pupils/clients, colleagues in the workplace, with parents of pupils/clients and with practitioners. An important benefit of the degree is the development of self-reflective skills that provide space for the development of attitudes towards one another, to educated individuals and to the profession: perception of the responsibility of the teaching profession, the acceptance of the moral obligations of a helping profession and its ethics.

The studies emphasise the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects); the principle of sequence and gradation of themes and courses, from the more general to the more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept is the reflective teaching practice. The principles of reflection on teaching practice and self-reflection are related both to practice and to other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-curricular theme (also supported by a separate course).

Practical training

The system of compulsory teaching practice is aimed at developing the students’ professional competences and preparing them for the full-fledged role of a teaching assistant. The aim of the teaching assistant practice is to acquire the necessary skills for individual work with a pupil outside the process of teaching (tutoring at school in the pupils’ homes) and also when working with a teacher during lessons.

The teaching practice consists of a coherent system of consecutive subjects, which are taken from the third to the fifth semester of the degree. These are the subjects teaching assistant practice - tutoring 1, teaching assistant practice - tutoring 2, consisting of individual tutoring (60 hours), teaching assistant practice - teaching assistant 1 (60 hours) and teaching assistant practice - teaching assistant 2 (60 hours) and teaching assistant practice – teaching assistant 3. Overall, there 180 hours of teaching practice.

In the third and fourth semesters, the teaching practice is followed by the subjects self-experiential preparation for the profession 1 and self- experiential preparation for the profession 2, in which the students of the teaching assistant practice reflect (24 hours). Their aim is to enable students to have real experience with selected themes (see seminar topics) regarding personal and professional development through experiential learning with an emphasis on reflection; to encourage students to gradually take responsibility for their own learning process (self-directed learning); to enable students to become aware of and, if necessary, to revise their attitudes towards their future profession.

The system of teaching practice is regularly evaluated both through closed and open questions, both by students and the mentor teachers. The reflective seminars are also evaluated.

Further information

http://www.ped.muni.cz

http://katedry.ped.muni.cz/matematika

http://www.is.muni.cz

The graduate is trained at the basic level of professional education with a didactic component and is ready for Master's level studies in teaching mathematics. According to the law about employees in the education sector, the graduate may work as a teaching assistant, instructor in free-time centres, as a warden in a hall of residence, as an instructor in after-school clubs, or in various civic centres devoted to education and mentoring. The graduate can also be employed anywhere where mathematical thinking is required.

No information available

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Minimum score and numbers of accepted applicants in past years

The graduate of the Bachelor's track may theoretically (when complying with the conditions) continue in studying any Master's track. The Bachelor's track combining two fields with a view to education may be continued especially in the Master's track Teacher training for primary and lower secondary schools, combining two school subjects.