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Overview

Overview

Anyone who wants to teach mathematics at school has chosen an exciting, important and varied subject. Mathematics inspires with its many areas of application, e.g. in technology, art, nature and business. It is part of a millennia-old culture and conveys a unique way of thinking based on logical reasoning.

The mathematics teaching bachelor's degree is also very diverse: In the technical part, (university) mathematical knowledge is built up from the ground up. The mathematical content goes far beyond what is taught in school and encourages problem-solving and creative thinking. In the subject-related didactic and educational science part, students are prepared directly for teaching and dealing with students. All in all, all the basics are laid in order to be able to convey enthusiasm for mathematics in school.

Program Structure

Mathematics as a core subject with the option to become a teacher is studied with a 60 CP module that is suitable for the desired teaching position and the subject of teaching related vocational science (LBW). Mathematics as a 60 CP module offering with teacher training option must be combined with a core subject with teaching training option and the teaching profession-related vocational science (LBW) study area.

The study of mathematics as a 90 CP core subject with the option to become a teacher includes a basic phase and a specialization phase as well as the teaching profession-related vocational science (LBW) study area.

In the core subject of mathematics, an exemplary deepening and differentiation of a field of study takes place at the end of the course through the independent scientific development of a self-selected problem (bachelor thesis).

The teaching profession-related vocational studies (LBW) study area is a compulsory component of all teaching-related Bachelor degree programs. It consists of the module pedagogical action in schools (11 CP), the module German as a second language / language education (5 CP) and two subject didactic modules (7 CP each). Part of one educational science module is a six-week school internship.

The course regulations regulate the structure and process of the course. It contains detailed descriptions of the content and qualification goals of each individual module and an exemplary course plan. The examination regulations define the type and requirements of the module examination. In the regulations, the credit points (CP) for each module or event as well as the workload in hours for the entire course are specified.

Mathematics as a 90 CP core subject with the option to become a teacher

Basic phase
module Discover Mathematics I (10 CP)
module Discovering Mathematics II (5 CP)
module Mathematical Panorama (5 CP)
module Analysis I (10 CP)
module Linear Algebra I (10 CP)
Development phase (two of three modules)
module Analysis II (10 CP)
module Linear Algebra II (10 CP)
module Numbers, equations and algebraic structures (10 CP)
Consolidation phase
module Probability and Statistics (10 CP)
module Proseminar Mathematics - Teaching Degree (5 CP)
module Computer-Oriented Mathematics I (5 CP)
LBW
module Basics of subject didactics in mathematics

Mathematics as a 60 CP module offering with the option to become a teacher

Basic phase
module Discover Mathematics I (10 CP)
module Analysis I (10 CP)
module Linear Algebra I (10 CP)
Development phase (one of three modules)
module Analysis II (10 CP)
module Linear Algebra II (10 CP)
module Numbers, equations, algebraic structures (10 CP)
Consolidation phase
module Probability and Statistics (10 CP)
module Proseminar Mathematics - Teaching Degree (5 CP)
module Computer-Oriented Mathematics I (5 CP)
LBW
module Basics of subject didactics in mathematics

Career Prospects

After the bachelor's degree, the two-year Master of Education follows. The core subject from the Bachelor is now subject 1, the module offering subject 2. In addition, course content from the educational sciences is conveyed. One semester is spent as a practical semester at the school. This is followed by the currently 18-month legal traineeship.

In addition to teaching at schools, there are jobs in the economy, administration, research and teaching. In the economy there are employment opportunities in banks, insurance companies, management consultancies and research institutes. There are also possible uses in public administration, mostly in statistical offices and authorities as well as in universities and development departments of companies. Mathematics graduates are employed particularly in companies with an IT focus, especially in the area of ??software or systems, as well as in departments of all industries that deal with information technology. Technical progress keeps opening up new fields of activity, such as in biotechnology or medical technology.

A master’s degree and, if applicable, a doctorate are prerequisites for management positions or employment in research and teaching.


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