• sole subject
• optional for teacher training

• Secondary Schools
• Vocational Schools
• Teaching Profession for Inclusive Education at Secondary Schools

Students should note that combinations of subjects vary according to the school category(elementary/secondary).

Here you will find more information on courses for students training to be teachers at state-run schools.

• Compulsory subjects for Secondary Schools: Biology, Chemistry, English-Speaking Cultures/Englisch, Franco-Romance Studies, German Studies, Hispanic Studies, Art - Media - Aesthetic Education, Mathematics, Music Education, Physics, Slavic Studies / Russian
  Minor subjects: Geography, History, Political Science, Study of Religion/Religious Education
• Compulsory subjects for Teaching Profession for Inclusive Education at Secondary Schools: Inclusive Education (Gymnasium/Oberschule)
  Minor subjects: English-Speaking Cultures/Englisch, German Studies, Mathematics
• Vocational Schools: Pflichtfächer für Berufsbildende Schulen - Pflege: Berufliche Bildung - Pflegewissenschaft Weitere Fächer: Biologie, Germanistik/Deutsch, Mathematik, Politikwissenschaft, Religionswissenschaft/Religionspädagogik

More information on the offered courses for the teaching profession at public schools can be found here.

• sole subject specialist science 180CP
• optional for teacher training specialist science 24CP - 72CP

• sole subject: open admission
• optional for teacher training: open admission

• sole subject: open admission
• optional for teacher training: open admission

General qualification for university entrance or specific higher education entrance qualification (e.g. Abitur, Einstufungsprüfung).

Bachelor's degree with a teaching profession option at secondary schools:
Participation in a self-test

Students of mathematics receive a solid foundation in basic mathematical disciplines such as algebra, analysis, geometry and stochastics, together with the following key competences:
• ability to think in an analytical and structured manner,
• ability to provide inductive reasoning,
• ability to model a given set of circumstances,
• ability to solve problems with the aid of mathematical tools,
• ability to formulate and explain mathematical facts.

For more information, click here (in german).

Module Guide:

The module guide for the single major subject mathematics can be found here (in german) and for the teaching degree here (in german).

Mathematics Degree:

The bachelor's degree program in mathematics comprises six semesters (i.e. three years) and is divided into modules. For each successfully completed module, credit points (CP) are awarded, which correspond to the respective weekly hours for studies and determine the weighting of the results of a module for the final grade of the bachelor's program. In total, the program comprises 180 CP. In the first year of study, students receive training in the basic mathematical disciplines of calculus and linear algebra (two two-semester modules of 21 CP each). Subsequently, the basic education is rounded off with further modules in analysis, algebra and numerics. The knowledge acquired here is then used in the proseminars and the specialization course (of the student's own choice). In addition to coursework in mathematics, the first semester is spent laying the foundations in computer science. In the second and third year the basic training in the chosen application subject takes place, whereby here one can choose from the subjects biology, chemistry, electrical engineering, geosciences, computer science, philosophy, physics and production engineering. In addition, courses are taken in the general studies area. In the sixth semester, the program is completed with a bachelor's thesis.

Mathematics Teaching Degree:

The course of study in a bachelor's teaching degree program comprises six semesters (i.e. three years) and is divided into modules. For each successfully completed module, credit points (CP) are awarded, which correspond to the respective weekly hours for studies and determine the weighting of the results of a module for the final grade of the bachelor's program. The program comprises a total of 180 CP, of which 60 CP or 72 CP are mathematics courses and 12 CP are in didactics of mathematics. In the first two years of study, students are trained in the basic mathematical disciplines of analysis, linear algebra and geometry, as well as in the fundamentals of mathematics didactics. Building upon this foundation, further broadening areas in mathematics and didactics are studied in the last year of study. In the sixth semester, the program is completed with the bachelor's thesis, which can also be written in the field of mathematics.

Students should decide as early as possible whether they wish to pursue careers as secondary-school teachers (Lehramt), or in an alternative area, and choose their respective program areas. Corresponding specialisations and in-depth knowledge can be pursued in the compulsory elective modules.

General Studies account for 10 - 25% of the study programme. These courses train key competences for subsequent career fields. By building their own individual specialities, students are able to shape and amplify their academic profile.

Students can acquire skills and knowledge in the following areas, partially in connection with specialized scientific courses, and partially in specialized modules:

• Presentation and lecture techniques,
• Project development,
• Methods of scientific work,
• Industry-relevant software tools,
• History of science and mathematics,
• Professional fields and professional practice.

In the mathematics teaching degree program, general educational science as well as school pedagogical-didactical basics are taught. The orientation internship plays a key role in this: It provides initial pedagogical and practical teaching experience in a school context, which allows students to ascertain their personal pedagogical aptitude and inclination. As part of the key qualifications, interdisciplinary job-related skills are taught, for example methodological and communication skills. At the University of Bremen, learning to teach heterogeneous learning groups is a compulsory part of the key qualifications. Depending on the type of school for which the degree is obtained, 13-23% of the bachelor's program consists of learning in this area.

Students in the Bachelor of Mathematics degree program can complete a professional internship of several weeks in order to gain insights into later mathematical professional practice. During the internship, students should familiarize themselves with typical requirements of a future professional field; in particular, they should use mathematical methods to work on problems relevant to practice.

The organization of an internship and the choice of the company or institute are the students' responsibility. An internship can be carried out at home or abroad in any company or research institute that can guarantee an internship within the framework of the guidelines described here. An internship at a purely mathematical institute or department is excluded. To prepare for a professional internship, interested students are strongly advised to seek advice from the internship officer.

Students in the Bachelor of Mathematics Teaching degree program intending to become teachers at state secondary schools must undertake three six-week periods of teaching practice. These periods comprise the practical career orientation (following the 1st semester), a work experience with a pedagogical focus (which generally follows their 4th semester) and finally a work experience teaching the subject (which generally follows their 5th semester).

A stay abroad is possible after the fourth semester and before the final semester; under certain circumstances, the final thesis can also be written in cooperation with a foreign university, if supervision by a university lecturer in Bremen is ensured. The Department of Mathematics has a number of Erasmus partnerships through which semesters abroad can be organized; in addition, the university teachers have numerous contacts abroad that can serve as a starting point. Please feel free to contact the Mathematics Study Center (www.szmathe.uni-bremen.de) or your lecturer directly if you are interested.

Courses are conducted in the following forms, among others:

• Course or lecture with exercise/tutorial
• Seminar
• Project
• Practicum

• Musterstudienverlaufsplan Bachelor Mathematik (Studienbeginn 2022) [pdf] (51.0 KB)
• Musterstudienverlaufsplan Bachelor Mathematik (Studienbeginn vor 2022) [pdf] (48.9 KB)
• Musterstudienverlaufsplan Bachelor Mathematik auf Lehramt (Zweifach) [pdf] (47.2 KB)

The course is divided into modules, for which examinations are taken during the course. In mathematics, these are mainly conducted as oral examinations, in some cases also in the form of written examinations. To reduce the number of examinations, large modules (21 CP) are formed in the first year. An essential part of the program is the successful completion of exercises for the lectures, which serve as coursework. Other forms of examination include:

• Oral examinations
• Written exercises followed by a comprehensive technical discussion/interview
• Processing of practical/laboratory tasks with technical discussion/interview
• Oral presentation with written report, optionally with a comprehensive technical discussion/interview
• Extensive written report (term paper) followed by a comprehensive technical discussion/interview
• Bachelor's thesis

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• Mathematics (Master of Science)
• Industrial Mathematics and Data Analysis (Master of Science)

Graduates qualify for admittance to the Master of Education program and a Referendariat period [mandatory school teaching practice] in the following subjects:

• Mathematics (Master of Education)

More information on the offered courses for the teaching profession at public schools can be found here.

Mathematicians work in a variety of fields, especially in banking, insurance, data encryption, statistical analysis, management consulting, and research and development departments in industry. Mathematicians are needed wherever analytical thinking skills at the highest level are required, independent of specific technical knowledge. Hiring companies have said again and again that mathematicians excel in quickly recognizing which general structures are at the heart of a given problem and thus finding an appropriate solution.

Mathematics Degree:

In general, the bachelor's degree is followed by a master's degree in mathematics, which builds consecutively on the bachelor's degree. It is also possible to follow the bachelor's degree in mathematics with an interdisciplinary master's program in which mathematical methods play an essential role. Alternatively, the bachelor's degree can be used to start a career. The master's program in mathematics build upon the broad education from the bachelor's program in mathematics, and provides knowledge and skills to enable the student to successfully pursue a career in one of the above-mentioned fields. Due to its research orientation, the program also provides the preparation necessary for an academic career: with good and very good grades, the master's degree can be seamlessly followed by a doctorate in mathematics or a related subject such as computer science.

Mathematics Teaching Degree:

The bachelor's degree teaching program in mathematics prepares students to become mathematics teachers. Together with a strong base of knowledge in the mathematics, a basic training in mathematics didactics is imparted at the same time. This ensures that the students of the study program will be qualified to teach A-level courses in their later professional life, as well as be capable of teaching students with a diverse skill set in an inclusive manner. The bachelor's degree is followed by the four-semester master's program "Mathematics for Upper Secondary Education".

To acquire the qualification to teach at state schools, students must subsequently obtain a Master of Education postgraduate degree (M.Ed). This has to be followed by an 18-month period of practice teaching in school, which ends with the second state exam for teachers in Germany.

Supplementary/optional courses
The Certificate Program Foundation Studies in Digital Media for Education is an optional course for students studying education related subjects.

The Department 03 - Mathematics includes research and teaching from the areas of Algebra & Topology, Analysis, Technomathematics & Numerics, Stochastics & Statistics, Didactics of Mathematics and more. For more information on each area, see here.

There are currently 20 full-time professorships (incl. cooperative and junior professorships and interim professorships) for the mathematical subjects in Department 03 (including 6 female professors), who together with a large number of research assistants cover the teaching for degree programs in mathematics, math education, industrial mathematics and elementary mathematics. Additional teaching is provided by honorary professors, lecturers from non-mathematical fields, and if applicable temporary lecturers. The individual research groups can be found here.