This paper deals with problems concerning the planning of mathematics courses in teacher educational pathways to professional qualifications, respectively, A059 - Matematica e Scienze per la scuola secondaria di I grado (Mathematics and Science for lower secondary school) and A049 - Matematica e Fisica (Mathematics and Physics for upper secondary school). It will be shown how the University of Trieste, with the activation of its courses, chose suitable contents and didactical methodologies in the attempt to overcome these problems. The PAS - Percorsi Abilitanti Speciali (Special Qualification Pathways) in the academic years 2013/2014 and 2014/2015 will be discussed and then a comparison will be made with the experience of analogous courses in TFA - Tirocinio Formativo Attivo (Active Educational Training).
