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BSc Education / Course details
Year of entry: 2023
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Course unit details:
Teaching and Learning of Mathematics
|Unit level||Level 2|
|Teaching period(s)||Semester 2|
|Available as a free choice unit?||Yes|
This unit illustrates important aspects of the teaching and learning of mathematics through engagement with and reflection on the process of teaching and learning mathematics. Including an individually negotiated practical experience of observed and evidenced teaching and learning mathematics with associated research and reading. The unit will be assessed through a 2000 word portfolio and a 2000 word essay based on the individually negotiated experience and research.
Teaching and Learning Mathematics aims to introduce students to key aspects of teaching and learning mathematics. Teaching and Learning Mathematics 2 emphasizes the application of mathematics education in a variety of professional contexts and as the basis for a future career. The unit focuses primarily on the teaching of mathematics and will involve students reflecting on their own practice in learning and teaching mathematics.
Knowledge and underdtanding
- Reflect upon their own teaching and/or learning of mathematics in relation to key ideas in Mathematics Education
- Demonstrate their ability to critically reflect upon their own teaching and/or learning practice Mathematics Education
- Demonstrate their ability to critically apply key ideas of Mathematics Education
- Discuss their own and others teaching and learning of mathematics
- Evidence planning, execution and evaluation of an instructional sequence
- Communication skills
- Interpersonal skills
Transferable skills and personal qualities
- Numeracy/ mathematics
- Problem-solving skills
- Independent working skills
Teaching and learning methods
The emphasis of the unit is on learning about the teaching and learning of mathematics through students’ own engagement with learning mathematics. There is a stress on active learning and discussion and debate, with individual, group and whole class reflection on activities. The unit is assessed by an essay assignment.
|Written assignment (inc essay)||50%|
ASSESSMENT (FORMATIVE AND SUMMATIVE)
Assessment activity comprises formative and summative elements
Word Length or Equivalent
Weighting within unit
Portfolio. Generally to be four 500 word elements but with flexibility to include 3-5 items to a total of 2000 words. Selected from options including i) reflections on a course reading; ii) reflections on a learning experience; iii) concept map of course; iv) outline of literature search on a topic v) outline plan for Teaching and Learning Assignment
|Teaching and Learning Assignment. A critical reflection on a learning or teaching experience|| |
In class and via blackboard
Potential Pre- reading: Holt, J. (1966). How children fail. Penguin
Ryan, J., and Williams, J. (2007). Children’s Mathematics 4-15. Learning From Errors and Misconceptions. Maidenhead: Open University Press.
Articles for potential review in portfolio, and examples that might support the essay in part two: Skemp, R. (1976) ‘Relational Understanding and Instrumental Understanding’, Mathematics Teaching 77.
Algebra Project. Boston, MA: Beacon.¿Lockhart, P. (2002). A mathematician’s lament. Unpublished. (available online at http://w.maa.org/devlin/LockhartsLament.pdf).¿
Freire, P. & Shor, I. (1987) What is the dialogical method of teaching? Journal of Education, 169(3).
Polya,G.(1963).On learning, teaching and learning teaching. American Mathematical Monthly. 70, 605.
Paulos, J. A. (2000-2011). Articles on mathematics in the real world available online at:http://abcnews.go.com/Technology/WhosCounting/
Hughes, M. (1986). Children and Number: Difficulties in Learning Mathematics. Oxford:Blackwell.¿
http://www.atm.org.uk/journal/ (Association of Teachers of Mathematics journal) http://www.khanacademy.org/ (Learn maths through online videos) http://nrich.maths.org/public/
|Scheduled activity hours|
|Independent study hours|
|Julian Williams||Unit coordinator|
Contact time: 2 x 12 weeksTutorials 3 x 2
|Directed reading|| |
|Independent learning tasks including online activity (individual and peer group)||60|
|Preparation for assignment tasks including stages of draft writing cycles and post assignment self-evaluation||60|