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Educational programs
6B01501 - Mathematics
The group of educational programs B009 Math teacher training is included in the field of education 6B01 Pedagogical Sciences.
Educational program
Catalog of elective disciplines
The list of academic disciplines of the university component
Introduction
2023 year - 3th place 2024 year - 1sh place Department of Physical and Mathematical Sciences and Computer Science of the Faculty of Natural Mathematics of the NAO "Shakarim Semey University", provides training in the educational program 6B01501 Mathematics.The OP for the training of mathematics teachers has been operating since 1934. During the period of its existence, the OP has graduated about 4,584 math teachers. As a result of mastering the educational program, the graduate must have the following competencies: possess natural science, social and humanitarian knowledge, know the content of the regulatory framework of the education system of the Republic of Kazakhstan, be able to plan and conduct training sessions taking into account the specifics of topics and sections of the program in accordance with the curriculum, as well as organizes a student-centered approach to the education and development of students in order to create motivation for learning.
The main criterion for the completion of the educational process in the preparation of bachelors is the acquisition of at least 205 credits of theoretical training, as well as at least 27 credits of practice, not 8 credits for the preparation of diplomas. Total 240 credits.
4 years
Target
Preparation of highly competitive specialist of modern formation, possessing multiculturalism, communication, capable of creative and professional problem solving at a high pedagogical and scientific and practical level, prepared for work by teachers of mathematics
Qualification characteristics of a graduate
  • Awarded degree / qualification
    Bachelor of Education in the educational program 6B01501 Mathematics
  • Name of the profession / list of positions of a specialist
    Teacher. high school teacher Teacher at Vocational Colleges and Other VET Organizations (excluding Vocational Training Masters) Additional Education Teacher
  • OQF qualification level (industry qualification framework)
    6
  • Area of professional activity
    - Math teacher - research institutions; - middle schools, and secondary professional education institutions; - State management bodies; organizations of various forms of ownership that use mathematical methods in their work; - state-owned enterprises and institutions. - Business, economy. officials in educational organizations (director of a general educational institution, deputy directors for educational work, etc .) -methodologist in educational organizations; specialist in the field of pedagogical sciences; in research institutions
  • Object of professional activity
    - research institutions; - middle schools, and secondary professional education institutions; - state educational management bodies; organizations of various forms of ownership that use methods of teaching mathematics in their work.
  • Types of professional activity
    - apply modern pedagogical technologies in teaching mathematics; - plan and carry out research work in the field of pedagogical sciences; - conducting scientific and pedagogical activities in general education organizations; - use of software and computer technology; - organizational and managerial support; - social and pedagogical; - educational and educational program; - educational and technological.
Map of training modules for developing competencies
Module 1. Fundamentals of social and humanitarian knowledge

Learning outcomes for the module:

Acquires knowledge and skills in the field of socio-cultural, economic, legal and environmental aspects, develops communication skills, applies information technologies in the context of modern trends in the development of society.

Module 2. Psychological-pedagogical and methodological training of personnel

Learning outcomes for the module:

The future mathematics teacher acquires a system of psychological-pedagogical and methodological knowledge necessary for professional pedagogical activity within the framework of updated educational content. They are capable of designing and implementing the mathematics learning process using modern educational technologies and criterion-based assessment methods, adapting instruction to the age, individual, and psychological characteristics of students, including inclusive education settings. The student demonstrates readiness for independent teaching practice, a creative approach to instruction, and fostering sustainable motivation for learning mathematics among students

Module 3. Foundational level of preparation

Learning outcomes for the module:

A student studying to become a mathematics teacher acquires deep knowledge in key areas of modern mathematics such as mathematical analysis, algebra, number theory, analytical geometry, linear algebra, and the fundamentals of elementary mathematics. They are capable of applying this knowledge to solve both practical and theoretical problems across various fields, analyzing and interpreting the obtained results, constructing mathematical models, formulating well-founded hypotheses, and drawing conclusions. Throughout the learning process, the foundation of professional mathematical thinking, logical reasoning, and argumentation is developed, which serves as a basis for further mastering the methodologies of teaching mathematics in schools.

Module 4. Theoretical and methodological level of training

Learning outcomes for the module:

A student studying in the field of "Mathematics Teacher" possesses competencies in analyzing and solving complex theoretical and methodological problems. They master modern pedagogical approaches, methods, and technologies for teaching mathematics that comply with the updated educational program requirements. The learner is capable of planning and implementing the educational process, taking into account interdisciplinary connections, principles of logical thinking, and various forms of presenting educational material. In practical activities, mathematical logic, fundamentals of discrete mathematics, as well as methods of mathematical analysis and geometry are applied.

Module 5. Research

Learning outcomes for the module:

During the completion of the module, the future mathematics teacher develops stable skills in conducting independent and group research in classical and applied mathematics. The student masters methods of analyzing and solving complex problems using statistical, numerical, and logical-algebraic approaches. The ability to correctly construct mathematical proofs, formulate hypotheses, and develop algorithms for solving problems of varying complexity, including non-standard and competition-level tasks, is enhanced. Special attention is given to interpreting results, fostering research thinking, identifying problematic issues, and applying theoretical knowledge in practice.

Module 6. Additional competencies

Learning outcomes for the module:

The future mathematics teacher acquires additional professional competencies necessary for effective pedagogical activity in the digital age. Within this module, the student masters active teaching methods, STEAM approaches, principles of educational robotics, as well as the use of modern digital tools and multimedia technologies. Special attention is given to the application of information and communication technologies (ICT) and the integration of artificial intelligence (AI) elements into the educational process — including the creation of interactive content, personalization of learning, analysis of educational data, and enhancement of teaching effectiveness.