General learning outcomes
1. The master has specialized in a subfield of mathematics in the framework of research specializations in the department: algebra, geometry, analysis and topology, financial mathematics, statistics or numerical mathematics. He/she has continued this study more thoroughly in at least one subfield or he/she has specialized in the didactics of mathematics and has written a master’s thesis on the subject.
2. The master can independently analyse and solve complex mathematical problems.
He/she can find, execute and interpret an adequate solving method for a concrete mathematical problem.
He/she can extend his knowledge where necessary and can adjust existing solving methods.
3. The master can correctly report scientifically. He/she can write a correct mathematical report. He/she can present the results of his work to a specialized as well as a broader audience.
4. The master has acquired the attitude of lifelong learning.
He/she is able to read general specialist literature and has acquired the attitude to follow developments in his area of expertise.
He/she knows important magazines in the chosen area of specialization.
He/she has sufficient knowledge of current scientific languages to follow lectures and to read international specialist literature.
5. The master can plan and execute fundamental or applied mathematical research or research on mathematical didactics with a high degree of independence and he/she can report on this.
Specific learning outcomes
6. The master has knowledge of the main subfields in fundamental or applied mathematics.
7. The master masters the specific aspects of mathematical didactics
8. After following the complete teacher training of 60 ECTS-credits, the master has acquired the basic competences determined by the Flemish Government. The basic competences describe the knowledge, skills and attitudes that a starting teacher should have. The basic competences are classified in 10 ‘functional entities’, roles that a teacher will have to fulfill:
- The teacher as guide of the learning and development processes
- The teacher as educator
- The teacher as contents expert
- The teacher as organiser
- The teacher as innovator – the teacher as researcher
- The teacher as partner of the parents/carers
- The teacher as member of the school team
- The teacher as partner of external people
- The teacher as member of the educational community
- The teacher as participant in culture
Finally, the basic competences contain 8 attitudes a beginning teacher should possess: decision making ability, relational orientation, critical attitude, eagerness to learn, organisational skills, willingness to collaborate, sense of responsibility, flexibility.