Bachelor of Science (BSc)
BSc Actuarial Science and Mathematics
- Typical A-level offer: A*AA including specific subjects
- Typical contextual A-level offer: A*AB including specific subjects
- Refugee/care-experienced offer: A*BB including specific subjects
- Typical International Baccalaureate offer: 37 points overall with 7,6,6 at HL, including specific requirements
Fees and funding
Fees
Tuition fees for home students commencing their studies in September 2025 will be £9,535 per annum (subject to Parliamentary approval). Tuition fees for international students will be £34,500 per annum. For general information please see the undergraduate finance pages.
Policy on additional costs
All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).
Scholarships/sponsorships
The University of Manchester is committed to attracting and supporting the very best students. We have a focus on nurturing talent and ability and we want to make sure that you have the opportunity to study here, regardless of your financial circumstances.
For information about scholarships and bursaries please visit our undergraduate student finance pages and our Department funding pages .
Course unit details:
Mathematics Education
Unit code | MATH30002 |
---|---|
Credit rating | 10 |
Unit level | Level 3 |
Teaching period(s) | Semester 2 |
Available as a free choice unit? | No |
Overview
This unit provides opportunities for anyone interested in mathematics education to find out more. Suitable for both those considering becoming a teacher, or those who are fascinated in how people learn mathematics and understanding why it is such an emotive subject.
The course will include collaborative group work, reflection on personal experience and classroom observation.
Pre/co-requisites
Unit title | Unit code | Requirement type | Description |
---|---|---|---|
Teaching and Learning of Mathematics | EDUC22001 | Anti-requisite | Compulsory |
Cannot take MATH30002 WITH EDUC22002/1
Aims
The programme unit introduces theories of learning in the context of mathematics. Through reflection on their own learning, observation in classrooms and reading mathematics education research and evidence, students will have the opportunity to develop understanding about some of the complexities of learning and teaching mathematics.
Learning outcomes
On completion of this unit successful students will be able to:
- critically reflect on learning experiences drawing on theory and research;
- analyse classroom interactions drawing on relevant theory;
- articulate the difference between procedural and relational understanding and explain why both are important;
- exemplify and apply the interconnectedness of mathematical ideas to selected topics in school mathematics.
Syllabus
1. Why is mathematics part of the school curriculum? [1 lecture]
2. How do people learn mathematics? [2 lectures]
3. Big ideas in school mathematics [3 lectures]
4. What happens in mathematics classrooms? [2 lectures]
5. What works in mathematics classrooms? [2 lectures]
6. Action research project – misconceptions in learning mathematics (5 weeks, including 5 half days in a school)
7. Project presentations
Assessment methods
Method | Weight |
---|---|
Other | 80% |
Oral assessment/presentation | 20% |
Coursework – project report; weighting within unit 80%, submitted via Turnitin
Presentation; weighting within unit 20%
Feedback methods
Feedback tutorials will provide an opportunity for students' work to be discussed and provide feedback on their understanding. Coursework or in-class tests (where applicable) also provide an opportunity for students to receive feedback. Students can also get feedback on their understanding directly from the lecturer, for example during the lecturer's office hour.
Recommended reading
Textbooks
Gates, P. (2001) Issues in Mathematics Teaching, London: Routledge
Leslie, D. & Mendick, H. (eds.) (2014) Debates in Mathematics Education, London: Routledge
Ryan, J. & Williams, J. (2007) Children's Mathematics 4-15: Learning from Errors and Misconceptions, Buckingham: Open University Press
Skemp, R. (1993) The Psychology of Learning Mathematics, London: Penguin
Swan, M. (2005) Collaborative Learning in mathematics: A challenge to our beliefs and practices Leicester: NIACE
Watson, A., Jones, K. & Pratt, D., (2013) Key Ideas in Teaching Mathematics: Research-based guidance for ages 9-19, Buckingham: Oxford University Press
Journals
For the Learning of Mathematics
Mathematics Teaching (Association of Teachers of Mathematics)
Mathematics in School (Mathematical Association)
Educational Studies in Mathematics
Journal for Research in Mathematics Education
Research in Mathematics Education
Websites
Association of Teachers of Mathematics www.atm.org.uk
British Society for Research into the Learning of Mathematics www.bsrlm.org.uk
Mathematical Association www.m-a.org.uk
National Centre for Excellence in Teaching Mathematics www.ncetm.org.uk/home
NRICH www.nrich.maths.org
Nuffield www.nuffieldfoundation.org
National STEM centre www.nationalstemcentre.org.uk/elibrary/maths/
Study hours
Scheduled activity hours | |
---|---|
Lectures | 10 |
Seminars | 10 |
Supervised time in studio/wksp | 10 |
Independent study hours | |
---|---|
Independent study | 70 |
Teaching staff
Staff member | Role |
---|---|
Steven Broom | Unit coordinator |
Rosa Archer | Unit coordinator |
Additional notes
Learning and teaching processes
Weeks 1-5 Two lectures, one seminar each week
Weeks 6-10 Two hour school based observation, one seminar each week
Week 11-12 Project presentations