The Master’s program requires full-time dedication. The normal sessions last three hours, four days a week. In special cases, students may be authorized to enroll in part-time studies.

As has been established, the students in this master’s program are, in principle, active professors of mathematics. In exceptional cases, students may be admitted who, because of their experience and interests, can contribute a valuable reflection on teaching, without being a teacher during their master’s degree studies.

To insure sufficient homogeneity in terms of mathematical knowledge, it is asked that all candidates take a selection exam, or enroll in the induction course offered by the master’s program. Candidates must fulfill one of the two admission requirements for the plan of studies in the master’s program. Besides fulfilling the requirements indicated by the Department of Postgraduate Studies at the Autonomous University of Querétaro, each candidate must have a personal interview with the Admissions Committee of the Master's Program.

Once admitted, the student will be assigned to a tutor, from among the personnel in the master’s department. This tutor can authorize the enrollment of part-time students, so that they can take only some of the courses each semester. The tutor must also approve the students' participation in a research project.

A positive attitude towards mathematics from a professor’s point of view, reflected in the attitude and activities of one’s teaching practice.

A proactive attitude towards the analysis, modification, and improvement of mathematical programs and courses.

An interest in research in mathematical education that promotes deeper understanding in the field, allowing them to carry out research activities, even within the practice of teaching.

A critical and analytical attitude for the evaluation of possible uses of technology in mathematical courses, helping to understand and predict its impact and identify possible advantages of and obstacles to its implementation. This applies not only to teaching contexts but also to independent learning process that students may carry out.

The skills of analysis and synthesis needed for reading educational texts, to understand concepts and relationships, as well as utilize the necessary elements in their teaching practice, to take full advantage of existing research and literature.

Mathematical skills that, in addition to allowing them to read and understand necessary texts for course preparation, allow them to participate actively in diverse mathematical endeavors.

Didactic skills that allow them to design a course or a series of activities within a course that, with a conscious and coherent understanding of their mathematical knowledge and conceptions, corresponds to the theoretical elements they possess.

Oral communication skills that allow them to communicate mathematical knowledge efficiently and effectively in the classroom, as well as outside the classroom in order to share their own knowledge and achievements.

Written communication skills, allowing them to communicate their knowledge effectively and appropriately in writing, both in short and long formats, directed at their own students or colleagues, about mathematical and educational topics.

Skills for using information technology in mathematical education, as well as for producing new software that meet the academic needs of their professional practice.

Solid mathematical knowledge, principally aimed at teaching at the high school and college levels.

Knowledge of diverse schools of thought in mathematical education that give them theoretical and methodological tools for applying to their teaching practice.

Knowledge of theoretical elements in mathematical didactics, or in another branch of didactics, which can be actively incorporated into their teaching, planning, and grading.

Knowledge of software useful in the field of educational mathematics, as well as its theoretical import and current debates its effectiveness.

Knowledge needed for creating software and materials in a computer platform that are designed for the educational context and contribute to the teaching and learning of mathematics.

Knowledge of the great diversity of research products in mathematical didactics, so that they may consciously and intelligently choose the ones that are most useful for their teaching practice, ranging from course planning to grading.

Appropriate and sufficient knowledge for taking part in curricular design and educational decision-making in the field of teaching mathematics.

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