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Master's Degree Dissertation

Code: 45456
Credits: 6
2026/2027
Degree programme Type Course
Teacher Training for Secondary Schools, Vocational Training and Language Centres (Spec. Mathematics) TFE 1

Contact lecturer

Name :
Albert Mallart Solaz
Email :
albert.mallart@uab.cat

Teaching staff (external to UAB)

Yuly Vanegas

Group languages

You can consult this information at the end of the document.

Prerequisites

To be able to present the Final Master's Project, you must have passed the practicum module

 

Objectives

The TFM is a final reflective work in which the student will have to show, through a public oral presentation in front of a court, that he has acquired the master's set of skills and that enable him to start his performance as a mathematics teacher in a secondary education center.

It is aimed at demonstrating transversal professional achievements, as well as the interrelationship between theoretical and practical knowledge, through the realization of an educational proposal for teaching innovation/improvement, which integrates the various contents worked on in the Master's and applied to the practicums, justified in based on research results and/or innovation and research methodologies.

The Master's Final Thesis (TFM) must allow:

(1) to carry out a transversal work of a large part of the skills provided for in the master

(2) for the student to show that he has acquired the skills of the Master's in Secondary Teacher Training of Mathematics

 

Learning outcomes

  • CA17 (To apply an equity and gender perspective in both the planning and management of the mathematics classroom.) To apply an equity and gender perspective in both the planning and management of the mathematics classroom.
  • CA18 (To build a professional identity within the framework of the master’s degree final project, reflecting on the level of achievement of professional competences.) To build a professional identity within the framework of the master’s degree final project, reflecting on the level of achievement of professional competences.
  • SA15 (To use evidence and mathematics education theories to analyse teaching actions with a view to enhancing the processes and outcomes of learning mathematics.) To use evidence and mathematics education theories to analyse teaching actions with a view to enhancing the processes and outcomes of learning mathematics.
  • SA16 (To analyse strategies of mathematics education that promote the students’ capacity to learn by themselves and with others and develop critical thinking and decision making skills that facilitate autonomy, self-confidence and initiative.) To analyse strategies of mathematics education that promote the students’ capacity to learn by themselves and with others and develop critical thinking and decision making skills that facilitate autonomy, self-confidence and initiative.
  • SA17 (To analyse evidence and data as part of the process of completing the master’s degree final project, with a view to improving professional teaching skills.) To analyse evidence and data as part of the process of completing the master’s degree final project, with a view to improving professional teaching skills.
  • SA18 (To demonstrate digital competence as a teacher in mathematics education software and help students use these programs.) To demonstrate digital competence as a teacher in mathematics education software and help students use these programs.
  • SA19 (To demonstrate a command of oral and written expression in both the written portion and oral presentation of the master’s degree final project.) To demonstrate a command of oral and written expression in both the written portion and oral presentation of the master’s degree final project.
  • SA20 (To integrate a perspective sensitive to the multilingual reality of classrooms and the importance of language as a resource in mathematics, while promoting the use of Catalan as the vehicular language.) To integrate a perspective sensitive to the multilingual reality of classrooms and the importance of language as a resource in mathematics, while promoting the use of Catalan as the vehicular language.

Contents

The subject is made up of the following blocks of content:

• Elements of reflective analysis of one's own practice in order to identify problems in mathematics education.
• Search for bibliographical references and research results related to the identified problems and use of research techniques in mathematics education.
• Elaboration of a master's final work report that includes an innovative proposal/improvement justified based on results and/or innovation and research methodologies.


 

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Learning activities and methodology

Title Hours ECTS Learning outcomes
Written report of the TFM and oral presentation 100 4
Participation in the TFM follow-up general seminar 10 0.4
Participation in the TFM follow-up seminar 10 0.4

It will be ensured that the tutor of the Practical II (PII) and the TFM are the same to guarantee continuity between the internship period and the Master's Final Thesis.


The teaching and follow-up of the Final Master's Thesis will be carried out through seminars with the tutor with the aim of helping the students to organize their reflection between what they have experienced at the secondary school and the knowledge of the master's. The teaching staff will encourage shared reflection between the students doing internships at the same centre.


The TFM will be developed in 4 phases:

(1) Choice of subject (preferably a justified improvement proposal for your internship period)

(2) Preparation of work and guidance

(3) Public defense of the Work

(4) Evaluation


In addition to the seminar with a TFM tutor, participation in a general seminar aimed at all students in the group is contemplated.

Copilot said:

Note: Fifteen minutes of a class session will be reserved, within the schedule established by the faculty/degree program, for students to complete the surveys evaluating the teaching performance of the instructor and the course itself.





Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Written report of the TFM 50% 15 0.6 CA17, CA18, SA15, SA16, SA17, SA18, SA19, SA20
Participation in the TFM follow-up seminar 20% 10 0.4 CA17, CA18, SA15, SA16, SA17, SA18, SA19, SA20
Oral defense of the TFM 30% 5 0.2 CA17, CA18, SA15, SA16, SA17, SA18, SA19, SA20

Assessment

The following requirements must be met in order to be eligible for final assessment:

  • Attendance at seminars with the full group and with the supervisor (a minimum of 80% of the sessions).
  • Submission of the written Master’s Thesis in accordance with the established guidelines and within the specified deadlines.
  • Oral defense of the thesis before an assessment panel.

In the event that Generative Artificial Intelligence (GAI) is used, this must be declared at the end of the assignment, indicating the tools used and the purpose of their use, in accordance with the University of Barcelona’s Code of Ethics and Good Practices.

The detection of fraudulent use of these tools will result in a grade of 0 for the activity concerned. In cases of plagiarism, which likewise entail a grade of 0, reassessment will not be permitted.

Specific validation mechanisms may be established to ensure authorship and the acquisition of competencies in cases where academic misconduct is suspected.

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Bibliography

The general bibliography of this module is the one provided in all the other modules of the master's degree and, in particular, in the innovation and initiation to research module in Mathematical Education.


In addition, the following references are of interest:


CRAI Biblioteca de Lletres. Universitat de Barcelona. (2021). Exemples d’APA 7a edició [PDF]. https://crai.ub.edu/sites/default/files/exposicions/crai.lletres/TFG-2021/exemplesapa7_21.pdf

Ferreres, S., y Vanegas, Y. M. (2015). Uso de criterios de calidad en la reflexión sobre la práctica de los futuros profesores de secundaria de matemáticas. Procedia - Social and Behavioral Sciences, 196, 219–225. https://doi.org/10.1016/j.sbspro.2015.07.032


Giménez, J.; Vanegas, Y.; Font, V.; Ferreres, S. (2012). El papel del trabajo final de Máster en la formación del profesorado de Matemáticas UNO. Revista de Didáctica de las Matemáticas, 61, 76-86.


Godino, J. D.; Neto, T. (2013). Actividades de iniciación a la investigación en educación matemática. UNO. Revista de Didáctica de la Matemática, 63, 69-76.


Goñi, J. M. (Ed.) (2011). Matemáticas: Investigación, innovación y buenas prácticas, Editorial Graó.


Universitat Autònoma de Barcelona. CRAI. (s. f.). Cites i bibliografia: conceptes bàsics. https://ddd.uab.cat/pub/recdoc/2023/272065/einestfg_FEEa2023c4iSPA.pdf


Universitat de Barcelona. Vicerectorat de Política de Digitalització. (2026). Bones pràctiques per a l’ús de la intel·ligència artificial generativa a la Universitat de Barcelona. https://hdl.handle.net/2445/228560


Once the topic is selected, the tutor will provide specific references for the selected topic to each student.

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Software

The TFM can be edited in word or latex. The tutor will indicate, if necessary, other software to use

 

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TFMmRD) Treball de fi de màster (màster RD) 99 Unknown Undefined morning-mixed