Professional Master in Mathematics Teaching

The program is a stricto sensu postgraduate course at IME that fits into the Professional Master’s degree, regulated by normative ordinance number 07, of 06.22.09, of the Ministry of Education, which confers on CAPES the attributions to regulate the offer for proposals for such courses and evaluate them. It received grade 4 in the preliminary assessment of this development institution and started in August 2012.

The purpose of the program is the continuing education at the postgraduate level of Mathematics teachers in Basic Education. With a clear public character, the Professional Master’s Degree in Mathematics Teaching is free, in accordance with USP’s Post-Graduate Regiment.

Improve the qualification of teachers, contributing to the training of professionals more suited to the current requirements of Basic Education. In this aspect, we intend to promote the articulation between specific contents and reflection on the practice in the classroom, as well as discussing the use of resources, computerized or not, aimed at developing a methodology compatible with the new educational paradigms.

To deepen the initial formation of the Mathematics teacher in Elementary and High School regarding contents, procedures and specific ways of producing mathematical knowledge in order to favor their autonomy in the exercise of teaching action in Basic Education. Therefore, we highlight the discussion of basic topics in Statistics, Logic, Number Theory, Geometry, Algebra and Analysis.

Search for a better understanding of the objectives, difficulties and challenges that surround the teaching-learning processes in Mathematics. This includes discussion and reflection on new trends in Mathematics Education and official documents for the targeted teaching phase.

Encourage the teacher to become an investigator of their own practice, through the discussion of theoretical subsidies that can support a continuous evaluation of their work in order to be able to constantly adapt it better. Both the work with projects and the research process, aiming at the elaboration of a dissertation at the end of the course, are particularly important for achieving this objective.

Develop critical thinking and familiarity with specialized bibliography so that the teacher becomes, in his school, an agent for improving the qualifications of his own colleagues. Both the discussion of disciplinary contents and the reflection and research processes for the elaboration of the master’s dissertation are important in the development of such competences.

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