Didactics of Mathematics

  • Department/School
  • Department of Education and Learning
  • Head of course
  • Silvia Sbaragli
  • Qualification awarded
  • Master of Arts SUPSI in Didactics of Mathematics
  • Course type
  • Part-time curriculum (90 ECTS over 4 years)
  • Admission
  • Applicants must follow the admission procedure.
  • Language
  • Italian
  • Application fee
  • A fee of CHF 100 must be paid at the same time as the application for admission. This fee is neither refundable nor deductible from the semester fee.
  • Course fee
  • The semester fee is CHF 1'600, or CHF 800 for students benefiting from the application of the Intercantonal Agreement on Universities of Applied Sciences (Swiss nationality or civil and fiscal domicile in Switzerland or Liechtenstein). Contribution to teaching costs: CHF 80.
  • Centre
  • Locarno
  • Start date
  • 26 August 2022
  • Application deadline
  • 25 May 2022
  • Registration will open on 30 March 2022.
  • Description
  • The Master's in Mathematics Education is aimed at students interested in developing advanced skills in mathematics education, which can be used at their own school level (pre-school, primary or secondary school), possibly as experts in mathematics education, in teacher training in the context of an advanced pedagogical school or a university of applied sciences, and in research in disciplinary education. The course is aimed primarily at people who already hold a Bachelor's degree in pre-school or primary school teaching or a Master's degree in Secondary I teaching (recognised by the Swiss Conference of Cantonal Ministers of Education - EDK) for mathematics teaching, but it is also open to people who hold a Bachelor's degree in mathematics, on condition that during the Master's course they complete a training debt in the field of teaching for a volume of credits equal to a maximum of 30 ECTS - European Credit Transfer System.


The training is centred on the interaction between theoretical modules, professional practice and research in mathematics didactics and aims to build a solid preparation based on the acquisition and progressive mastery of a basic toolkit in disciplinary, didactic and educational terms.


At the end of their studies, graduates should have acquired the following skills:

  1. to be able to understand and interpret basic mathematical aspects, being able to identify their formal characteristics and to situate them in the historical-social and cultural context in which they emerge;
  2. to create connections between the theoretical disciplinary foundations of mathematics and specific issues related to its teaching and learning;
  3. to identify, starting from a research result in mathematics or mathematics education, potential applications in teaching practices;
  4. starting from a problem encountered in the teaching or learning of mathematics, to participate in the conception, structuring and implementation of a research path focused on overcoming it;
  5. to contribute to the production of scientific and popular texts in the field of research and the sharing of results in mathematics didactics
  6. to develop resources, materials and teaching aids for pupils and teachers, based on the state of the art of research in mathematics education;
  7. to design and implement initial and in-service teacher training courses in mathematics education.

The skills profile takes into account the need to bring together the more theoretical disciplinary components with the more applied and didactic ones, so that the professional trainee is able to interpret the concrete needs of the world of schooling and mathematics education in the light of a solid disciplinary background.

Admission requirements

For the admission requirements, please refer to the page "Requisiti e procedura di ammissione" only available in Italian.

Career prospects

Teaching at a University of Teacher Education (UAS) or a University of Applied Sciences (UAS) as a professional teacher, reference person or mathematics expert in their compulsory school level or, in an academic setting, as a researcher in mathematics education.