## Course-specific learning objectives

The syllabus of the second-cycle course requires students to acquire in-depth knowledge and methodologies relating to one or more specific areas of mathematics and to demonstrate their independent study skills through extensive preparation of the final paper, which constitutes almost a quarter of the overall workload.

The second-cycle degree course in Mathematics allows you to delve into the theoretical aspects of mathematics, to work in the field of mathematics applications in an application-modelling context and finally to acquire the fundamental knowledge for launching a career in teaching. Consequently, students must be able to: initiate research in a field of specialization; analyse and solve complex problems, including in applied contexts; understand problems and extract their substantive elements. In addition, they must be able to: present arguments and their conclusions in mathematical terms, clearly and accurately and in a manner appropriate to the intended audience, both orally and in writing; be familiar with the teaching and learning processes of mathematics.

The structure of the degree course provides for a large number of ECTS credits allocated to both characterising and related-integrative activities and free-choice courses. This makes it possible to diversify the course catalogue by offering different curricula, within which the student can deepen his or her knowledge and specialise in particular areas of mathematics.

The degree course includes some curricula of a more theoretical nature and some of a more applied nature. The proposed curricula, as well as any individual programmes that the Course Council may approve, have the characterising activities in common and differ in the choice of related-integrative activities and free-choice courses. The characterising activities include an appropriate number of ECTS credits for advanced theoretical training and an appropriate number of ECTS credits for modelling-application training. This choice makes it possible for students on the second-cycle degree in Mathematics to acquire a sound knowledge of the mathematical disciplines.

Within the applied curricula there are also course units provided by other degree course units that enable students to place the specific characterising skills of the class in a general scientific-technological, cultural, social and economic context.