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Universidade Lusófona

Master in Teaching Mathematics in the 3rd Cycle of Basic Education and Secondary Education

School of Economic Sciences and Organizations

A3ES Decision


Decision date


A3ES Decision

Confered Degree | Duration | ECTS

Master |4 Semesters |120 ECTS

Programme Director

Professora Doutora Teresa Almada

Programme sub-director

Professor Doutor Artur Silva


Daniela Resende

Entrance Conditions

The following may apply for the Master's Degree:
a) People who hold a B.A. or equivalent degree;
b) People who hold a foreign academic degree awarded after a 1st study cycle organized according to the Bologna Process by a member state of that process;
c) People who hold a foreign academic degree acknowledged as a degree satisfying the objectives of the graduate degree by the due body;
d) People who have a school, scientific or professional curriculum acknowledged by the due body of ULHT certifying the capacity to obtain this study cycle.

Programme requirements

Have completed a total of 120 ECTS


Mathematics is a full part f the World´s cultural heritage to which everyone should have access. Mathematical education is essential towards a proper individual formation, of utter importance towards the exercise of plain citizenship. The main goal of this cycle of studies is to train future professionals of mathematical teaching that are able to create on their students the sort mental attitude that:
1. Stimulates creativity and critical judgment which constitute the driving force towards the development of independent work and the production of new knowledge.
2. Contributes to the development of the capacity to elaborate deductively based arguments.
3. Contributes to the capacity to establish analogy based and inductive reasoning based conjectures.
4. Triggers methodical working habits.
5. May develop the ability to work out data and use it in concrete situations.

Knowledge, abilities and skills to be acquired

The competences to be acquired were defined taking into account the experience previously gained by the Department of Mathematics. This experience included the assistance of trainee¿s classes and advisors classes at the involved schools. Thus, the
curriculum was designed in order to promote the skills that will allow:
The development of diversified strategies for teaching and learning, promoting creativity, critical thinking and self-esteem; To identify and respect the students¿ personal and cultural differences as well as those of other members of the education community, valuing differences, and opposing any process of exclusion and discrimination;
To promote meaningful learning in the context of the objectives of the class curriculum, developing its core competencies;
To encourage the application of the acquired knowledge to the interpretation of everyday phenomena, highlighting the essential issues from the accessory and clearly distinguishing the specific main arguments from the merely circumstantial ones;
To promote methodical work habits;
To select and develop problems that motivate the students and stimulate the interest for studying mathematics;
To provide examples and counterexamples able to satisfy the students¿ curiosity and to offer them a supportive work environment, favoring the developing of their potential;
To identify learning disabilities and to define strategies to overcome them;
To identify talent and special skills for mathematics and to provide a favorable environment for their development.
We notice that the expert¿s panel, formed by Professors Jaime Carvalho e Silva, José Manuel Pinto Paixão and Maria Elisa Cunha,
who evaluated the proposal submitted to DGES, considered that "[...] the programs of the Mathematics¿ courses ("Fundamental
Concepts of Mathematics") and of the Mathematics¿ Teaching courses ("Teaching of Mathematics I", "Teaching of Mathematics II,"
"Teaching of Algebra", "Teaching of Geometry") are very well elaborate [ ...]".
We also point out the inclusion, in the curriculum, of the course units "Behavioral changes in the classroom" and "Education for a multicultural citizenship" that aim at developing the skills for confidently addressing the challenges that are currently raised in the classroom context.
To assess the performance of this cycle of study one has to wait until it starts operating. This cycle of study will only start the next school year.

Equipments and venues

"This programme has the following facilities to support teaching activities: Technological Work Centre, Library and Study Rooms.
All our rooms are also equipped with: Portable videoprojector, PC /Netbook and overhead projector."

Further Studies

The master degree allows access to postgraduate studies, including PhD.

Occupacional Profiles

"Professor of Mathematics in the 3rd cycle of Basic Education and in Secondary Education.
Professional training activity in Companies.


The plan of studies for this cycle of studies respects the Executive Order nº 43/2007 from February 22nd, where the legal regime for the professional habilitation of pre-school, elementary and secondary school teachers was defined. In accordance with the
article nº 10 in the annex of the Executive Order, this cycle of studies habilitates professionally mathematics teachers for the 3rd cycle elementary schools and for secondary schools.
The second year course ¿Observation and Initiation to Professional Practice¿ (Internship) will take place in a 3rd cycle elementary school or in a secondary school. This course will allow a student a direct contact with a real school environment under the supervision from a teacher from the school and guidance from a university professor. In order to pass this course, a student should obtain a passing grade or a positive evaluation of the Final Report, which will be subject to a public discussion.

Scientific Areas

Matemática | Formação de professores de áreas disciplinares específicas | Ciências da educação

Study Plan

1st Year/ Semester ECTS
Curriculum, Teaching and Assessment MethodologiesFirst Semester5
Didactics of AlgebraFirst Semester10
Didactics of MathematicsFirst Semester10
Fundamental Concepts in MathematicsFirst Semester10
Behavioural Changes in the ClassroomSecond Semester5
Cognitive DevelopmentSecond Semester5
Didactics of GeometrySecond Semester10
Psychology of EducationSecond Semester5
Second Semester10
2nd Year/ Semester ECTS
DissertationSecond Semester15


Early Apllications (for enrolled students only) 0 €
External Students 0 €
Holders of University Degree - Alumni 0 €
Holders of University Degree 120 €
Student Insurance40 €
Enrollment and Registration175 €
Average value for 30 ECTS semestral curricular units 205,2 €
Per ECTS 6,84 €