The program is designed to train teachers for the High School mathematics track. Training lasts 4 years and grants a graduate degree in teaching (B.Ed) and a teaching certificate for grades 7-10.

The curriculum consists of 114 weekly-hours (w-hrs.), and is comprised of the following components: general mathematical knowledge studies total of 60 w-hrs.; teacher training studies 48 w-hrs. (mathematical education 20 w-hrs., research literacy in mathematical education 4 w-hrs., practical experience in teaching 16 w-hrs., educational studies 8 w-hrs.); and core and enrichment studies for a total of 6 w-hrs.

As far as mathematical knowledge is concerned, the curriculum touches on various mathematical fields such as algebra, analysis, geometry, discrete mathematics, probability and combinatorics, logic and sets, topology, optimization and economic uses, the history of mathematics, challenging problems in mathematics, and more, in order to provide students with a deep and comprehensive knowledge of the field.

On the pedagogical-didactic level, the program offers courses that combine theoretical knowledge and practice, and in so doing will expose students to the variety of approaches and models to teaching and learning mathematics. Emphasis is given to approaches that advocate meaningful learning; to developmental, cognitive and psychological aspects in the learning process of mathematical concepts; and to the technological tools that will assist in constructing learning environments that are based on innovative pedagogies and are suitable for the current era.

On the educational-pedagogical level, the program includes various courses in education aimed at imparting students with knowledge in the field and fostering responsible, innovative, value-minded educators, who are committed to society and the community.

The program is designed to nurture graduates with a deep mastery of the mathematical content and other relevant fields of knowledge; who possess the pedagogical, didactic, educational tools and skills that will enable them to address many of the difficulties faced by adolescents, including adjustment difficulties and behavioural problems.

Graduates tell

Assala Sarhan
Mathematics Department Graduate, Excellence track, 2012-2015
"At the college, I found a new home with wonderful lecturers who supported me and helped me adapt quickly and continue to excel. My studies at the college were full of exciting challenges and opened new horizons for me and paved the way for my prosperous future. Since graduating I have been working as a math teacher, I completed my MA at Tel Aviv Univ. also with honors, and now I hope to start the journey towards a Ph.D."
Malach Asala
Mathematics Department Graduate, Excellence track, 2019-2021
“I chose Sakhnin College because of its unmistakable scientific and academic level, alongside its geographical location. At the Department of Mathematics, I found the starting point for a successful and bright future. Thanks to a professional and special team, which always supported me during my studies and helped me overcome all the difficulties and obstacles, I graduated with honors. I learned a variety of teaching methods and acquired a lot of tools and skills through which I developed myself and my abilities[...] and became an empowered and successful teacher capable of teaching future generations. Today I am taking a new step at the college and studying for a master's degree in School-based Evaluation, and my message to every student is "Nothing is Impossible for you"!”

The structure of the program

Component First Year Year B Year C Year D Total
General Mathematical Knowledge 4-5 2-4 1 - 60
Teacher Training 6 6 7 2 48
Mathematical Education 7 - - - 20
Research Literacy in Mathematical Education 3 6 6 - 4
Practical Experience in Mathematics 6 8 6 6 16
Education Studies 4 4 3 4 8
Core and Enrichment Studies 3 5 5 2 6
Total 30-31 30-32 34 12 114


No admission requirements

  • Eligibility for a matriculation certificate
  • Matriculation average 92 or higher
  • Admission interview for studies

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