• Flyer Bachelor Business Mathematics with study schedule
• Flyer Bachelor Business Mathematics with study schedule (former examination regulations)
• Flyer Master Business Mathematics with study schedule

The two bachelor and master programs in Business Mathematics at the University of Trier combine contents of application-oriented mathematics and economics. Since business mathematicians have to be adaptable to new professional developments, the education is designed to provide a broad basis of application-oriented mathematics without specializing too early.

The inclusion of the subjects of business administration, economics and computer science according to an integrated study concept is a characteristic and central feature of the program, although the emphasis is on the mathematics side.

As the positive experiences clearly show, this combination corresponds to the manifold requirements of today's professional practice. The educational concept for the Trier students of business mathematics, which further develops a very successful approach that has been in place for many years, is based on intensive personal communication between teachers and students. 

Conception

The B.Ed./M.Ed. programs in Mathematics for the Teaching Profession at Grammar Schools and Teaching Profession at Secondary Schools plus are programs designed on the basis of the Curricular Standards for the subject Mathematics. Starting in the winter semester 2020/2021, it will also be possible to choose mathematics as the first or second subject in primary school education.
In addition to a further subject from the spectrum of teacher training subjects at the University of Trier, an educational science program is integrated into the curriculum, and the teacher training program also includes a subject didactics component in both subjects. The Rhineland-Palatinate reform model provides for the expansion and early integration of educational science, subject didactics and practical school studies in teacher training in order to prepare teachers for their profession.

The specialized scientific part of the 3-year, for Gymnasium and Realschule plus uniform Bachelor's section contains the mathematical basics in pure and applied mathematics necessary for the teaching profession. The teaching of the basic technical knowledge is closely linked to the didactics of the subject. The establishment of small practice, tutorial and practical groups is a central feature in the implementation of the training concept.

The subject-specific part of the 2-year master's program in the case of the Gymnasium serves both to deepen the theoretical knowledge acquired in the bachelor's program and, in particular, to expand the skills in dealing with the methods and techniques of practical mathematics. Among other things, this reflects the overall profile of the Department of Mathematics at the University of Trier.

The specialized scientific part of the 1-year Master's section in the case of the Realschule plus serves to supplement and selectively deepen the theoretical knowledge and practical methods acquired in the Bachelor's program.

Course of studies

• Bachelor of Education
• Bachelor of Education Primary Education
• Master of Education Grammar School
• Master of Education Realschule Plus
• Courses of the individual modules for the study program teaching profession mathematics

The bachelor's program is designed for 6 semesters, the master's program for grammar school is designed for 4 semesters and for secondary school plus 2 semesters.

In the first semester of the bachelor's program, modules 1 (subject didactic and scientific requirements) and 2 (Fundamentals of Mathematics A: Linear Algebra) lay the essential foundations. Subsequently, Module 3 (Fundamentals of Mathematics B: Analysis) should definitely be chosen in the second semester, since its content is very closely linked to Module 1.

The other modules can be taken relatively independently. It should be noted, however, that modules 5 (subject didactic areas) and 7 (mathematics as solution potential B: Introduction to Stochastics) each extend over two semesters and therefore the standard distribution of credit points (see appendix) can only be realized if these two modules are taken in parallel in one academic year. In order to prevent didactics from being introduced too early in the course of study, the third year is recommended. In this case, the second year should be reserved for modules 4 (Fundamentals of Mathematics C: Geometry, Elementary Algebra and Number Theory) and 6 (and Mathematics as a potential solution A: Modeling and Practical Mathematics). Otherwise, these modules will be postponed to the third year.

In the Master's program for high schools, modules 8 (Topic Module A: Mathematics in the Interplay between Abstraction and Concretization) and 9 (Topic Module B: Mathematics as a Cross-Sectional Cross-Sectional Science) must be taken. Since these are independent of each other in terms of content, it is possible to choose either module 8 or module 9 in the first semester. The module not taken in the first semester should then be completed in the second semester. This offers the opportunity to place Module 10 (advanced module), which is based on Module 8 or Module 9, in the third semester.

Module 12 (subject didactic areas) must be completed in the first semester according to the standard distribution of credit points, but there is a certain amount of time flexibility. In order to provide enough time for the master's thesis, only the remaining module 11 (development of mathematics in longitudinal and cross-sectional areas) should be placed in the fourth semester.

The first semester of the Master's program for secondary schools plus is similar to the corresponding program for grammar schools, i.e. in addition to module 12, one of the modules 8 or 9 should be taken.