哲學碩士學位 – 課程與教學(數學教育)（CCI-MAE）

課程與教學哲學碩士課程旨在幫助學生從不同的課程觀點獲得課程開發的理論和技術知識；探索教學模式；反思有關課程的共性問題，如在學科、教學、學習和環境等方面的問題；進行一般的或基於學科的課程和教學研究；以及將所學的理論付諸實踐。本課程是爲了對於上述這些基本教育問題感興趣的教師、教育工作者和教育行政人員設計的。

碩士學位及學士後證書/文憑課程

https://grs.um.edu.mo/index.php/prospective-student/master-postgraduate-certificate-diploma-programmes/?lang=zh-hant

申請人必須遵循大學的一般入學規則和要求，及其他入學條件包括:

1. 獲得優良的學士學位成績績點
2. 獲得相關學士學位（如數學與應用數學、數學教育，或至少修畢三門數學或數學教育科目的小學教育課程，或是在科學、技術、工程與數學領域(STEM)獲有學士學位並且具有全職的數學教學經驗者）
3. 獲得地區、國内或國際認可（教師培訓）大學的學士學位者優先
4. 英語能力優良者優先

畢業要求： 完成課程所需的學分為30學分。獲得碩士學位還取決於撰寫及提交一篇專為該目的且屬科研性質的原創書面論文，以進行公開答辯且獲通過。

Graduation Requirement: Students must complete 30 credits including the passing of Thesis oral defence.

Course Description

哲學碩士學位 – 課程與教學(數學教育)（CCI-MAE）

EDUC7101 PRINCIPLES OF CURRICULUM AND INSTRUCTION
This course aims to provide an overview on the principles and theories of curriculum and instruction. The introduction of these theories and principles provides learners a broad perspective on the basic curriculum questions regarding the foundations of purposes, content, design, and structure of educational programmes as well as learning and teaching theories and the relationship between the two.
Pre-requisite: None

EDUC7103 EVALUATION OF CURRICULUM, INSTRUCTION, AND STUDENT PERFORMANCE
This course seeks to equip learners with strategies and techniques used in the evaluation of curriculum programmes, instruction, and student performance. The assumptions, strengths, and weaknesses associated with various strategies will be critically analyzed. Learners work through evaluation problems related to particular curriculum programmes and instructional techniques; and develop assessment tools appropriate to their teaching assignments. Special attention is given to authentic assessment, performance assessment, portfolios, self-evaluation, and cooperative assessment.
Pre-requisite: None

EDUC7001 RESEARCH METHODS IN EDUCATION
This course aims at developing in students an understanding of quantitative and qualitative methods of collecting, analyzing, and interpreting data in educational research. Quantitative topics include application of statistical concepts / procedures, graphs, numerical summaries; normal distribution, correlation/regression analyses, probability, statistical inferences for one or two samples, hypothesis tests, chi-square tests, and factor analysis. Qualitative topics include data analyses in case studies, observations, and ethnography studies.
Pre-requisite: None

EDUC7174 STUDIES ON MATHEMATICS CURRICULUM
The course aims to provide students with a critical study of current issues, trends, and the design and evaluation of mathematics curriculum. Topics will include: historical development of mathematics curriculum, principles and theories of mathematics development, patterns of mathematics curriculum development, alignment of mathematics curricula with standards, and analyses and comparisons of mathematics curricula. Special attention will be put on the practice of implementing the current mathematics curricula and teaching materials in Macau and China for the teaching tracks. The current research tendency of mathematics curriculum in international literatures will also be involved, for example, some advanced mathematics topics and mathematics projects.
Pre-requisite: None

EDUC7175 THEORIES OF MATHEMATICS TEACHING AND LEARNING
This course aims to provide students with concepts, theories, and principles of mathematics teaching, which are necessary for their teaching practice and further studies. Attention will be paid to the key ideas in four mathematics content areas (i.e., number and operations, algebra, geometry, and data analysis and probability) at both elementary and secondary levels, effective teaching strategies for implementing student-centered, content-based and technology-enhanced instruction. Lesson studies and exemplary teaching designs will also be emphasized.
Pre-requisite: None

EDUC7176 THE EVALUATION OF MATHEMATICS TEACHING AND LEARNING
This course aims to equip students with the concepts, theories, and practical skills of conducting evaluations on mathematics teaching and learning. Topics will include: assessment and evaluation in mathematics teaching, theoretical assumptions of evaluation in mathematics teaching and learning, various evaluation techniques in mathematics teaching and learning, mathematics curriculum reform and evaluation, mathematics teacher development and evaluation. Emphases will be put on authentic assessment including discourse and performance assessment in mathematics classrooms. The large scale evaluation programmes, such as TIMSS, PISA, will be also covered.
Pre-requisite: None

EDUC7177 PREPARATION AND PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS
This course is about the concepts, theories and practice of mathematics teacher development with the purpose of laying a foundation for students’ teaching practice and further studies. Topics include: mathematics teachers’ subject knowledge and pedagogical content knowledge, teachers’ conceptions (or beliefs) of effective mathematics teaching and learning, school-based research and mathematics teachers’ professional development, action research and mathematics teacher development, mathematics teachers’ narratives, case studies of mathematics teacher development, research tendency of mathematics teacher development.
Pre-requisite: None

EDUC7051 QUALITATIVE RESEARCH IN EDUCATION
This is the intermediate master’s level course on qualitative method. Students will learn two central issues in qualitative research: 1) design and implement a scientifically valid qualitative study; 2) Analyzing qualitative data. This course will expose students to different paradigms in qualitative research including but not limited to: ethnography, grounded theory, participatory action research, and case study. The purpose of this course is to provide working knowledge to students to conduct qualitative study using various qualitative methods, as well as helping students to understand their limitation.
Pre-requisite: Research Methods in Education

EDUC7052 QUANTITATIVE RESEARCH IN EDUCATION
This is the intermediate master’s level course on quantitative method. Students will have the opportunity to learn a variety of statistical methods. The primary methods to be introduced will include: multiple regression, factor analysis, principal component analysis, analysis of variance and covariance. Other advanced statistical technic such as multilevel models, structural equation models, and causal inference models will be introduced. The purpose of this course is to lay the foundation for quantitative analysis of education issues. Practical issues such as analyzing quantitate data with statistical tools will be covered to provide hands-on experience to students.
Pre-requisite: Research Method s in Education

EDUC7053 ACTION RESEARCH
This course aims to help learners understand the fundamental concepts and ideas of action research, and the method of constructing action research design. Main topics include the overview of action research, the portraits and methods of action research, and the analysis of examples of action research papers. By studying the evidence-based strategies and methods, learners could cultivate a positive attitude toward doing action research to enhance professional development.
Pre-requisite: None

EDUC7190 THESIS
This course provides an opportunity for students to do research work in relevant fields with the aim of strengthening their abilities of conducting empirical research under supervision. Academic norms should be abided by and creative scholarship and originally are required.

中文及英文

研究生課程學費表

https://grs.um.edu.mo/index.php/current-students/tuition-fee/?lang=zh-hant

錄取統計:

教育學院 哲學碩士課程錄取統計

https://fed.um.edu.mo/wp-content/uploads/2023/10/FED_MPhil_admission_statistics-2023-09-20.pdf