New training courses for non-university teaching staff as SCM Summer School 2025
The Catalan Society of Mathematics (SCM) presents a Summer School offer for non-university teaching staff to respond to the needs and demands raised in meetings and interviews with teachers and school management, and also in the surveys conducted in 📅 2024 and 📅 2025.
📌 Registration open for mathematics training courses
Free courses in Barcelona, the Central Catalonia regions, and the Ponent regions.
Included in the Permanent Teacher Training Program.
With the support of the Department of Education and Vocational Training.
SUMMER 2025 OFFER
COURSE: Weaving the curriculum: connections between stages and structuring mathematical thinking
Participatory sessions, with both expository and collaborative parts.
Includes a session by Carmen Trinidad (Chair of Neuroeducation, University of Barcelona) on how the brain learns.
Ponent regions edition
July 1 and 11 (mornings, in-person) Institut Lo Pla d’Urgell, Bellpuig
July 4 (synchronous online)
Certification of 15 hours. Registration form LAST SPOTS!
Central Catalonia regions edition
July 3 and 10 (mornings, in-person) Escola Politècnica Superior d’Enginyeria de Manresa
July 4 (synchronous online)
Certification of 15 hours. Registration form LAST SPOTS!
COURSE: Solving mathematical problems: tools and strategies
July 1-4, mornings
Faculty of Mathematics and Statistics of the UPC (Barcelona)
Certification of 25 hours. Registration form Spots full! (but you can fill out the form if you are interested in future editions)
Improve your teaching practice with techniques for solving arithmetic, algebra, geometry, and combinatorics problems.
Teaching staff: David Arso, Marc Felipe, and other collaborators.
This course already stood out last summer for its positive reception and interest.
COURSE: Applications of mathematics with Python
July 7-10, mornings
Faculty of Mathematics and Statistics of the UPC (Barcelona)
Certification of 20 hours. Registration form LAST SPOTS!
Teaching staff: Toni Susín, Oscar Rodríguez
Presentation of practical and interdisciplinary contexts for applying mathematics. Introduction to Python to work with functions, images, data, and geometry, and discover how to use Colab and Jupyter Notebooks. It does not assume prior knowledge of Python, only a desire to explore! The course already stood out last summer for its positive reception and evaluation.
COURSE: The Riemann integral and the calculation of antiderivatives
July 14-17, mornings
Faculty of Mathematics and Statistics of the UPC (Barcelona).
Certification of 20 hours. Registration form LAST SPOTS!
Teaching staff: Antoni Magaña
Course aimed at reinforcing the foundations of mathematical activity, reviewing practice to increase teacher self-confidence, and analyzing the most frequent errors made by students to better guide them.
The courses are included in the Permanent Teacher Training Plan of the Department of Education.
Strategic training lines
The proposals are structured around four main strategic lines to develop teachers' professional skills and adapt them to the needs of the educational context in relation to mathematics.
🔹 Deepening mathematical understanding
Courses aimed at supporting teachers in addressing more complex or less common mathematical topics, with the goal of reinforcing the foundations of mathematical activity, reviewing practice to improve teacher self-confidence, and analyzing the most frequent errors made by students, while offering examples of current applications and modern contextualization.
🔹 Problem solving and support for talent diversity
Courses aimed at supporting teachers in consolidating mathematical tools and strategies so they can address diversity and guide students according to their abilities.
🔹 Contextualized applications and interdisciplinary resources
Courses aimed at presenting and working with updated and contextualized applications of mathematics, interrelating with digital tools and programming tools.
🔹 Weaving between stages, reflection on learning and curricular continuity
Courses aimed at presenting how the brain learns (with neuroscience experts), including training and spaces for reflection and debate among teachers from different stages, to share experiences and build a more global and coherent view of the curriculum.
WITH THE COLLABORATION OF:
