- UCAS course code
- G101
- UCAS institution code
- M20
Bachelor of Science (BSc)
BSc Mathematics with Placement Year
Duration: 4 years
Year of entry: 2025
UCAS course code: G101 / Institution code: M20
- Key features:
Industrial experience
Accredited course
- 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).
Course unit details:
Teaching and Learning of Mathematics
| Unit code | EDUC22001 |
|---|---|
| Credit rating | 20 |
| Unit level | Level 2 |
| Teaching period(s) | Semester 1 |
| Available as a free choice unit? | Yes |
Overview
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.
Aims
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.
Syllabus
Students will be introduced to the principles of mathematics pedagogy (e.g. ‘mastery’), issues that emerge from transitioning between primary and secondary schooling, instrumental vs relational understanding in teaching and learning practices, problem solving and heuristics, dialogue and mathematics, social justice in relation to teaching and learning mathematics in primary and early years, as well as decolonising mathematics education.
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.
Knowledge and understanding
- Demonstrate their ability to critically reflect upon their own teaching and/or learning practice in Mathematics Education.
- Demonstrate their ability to critically reflect upon their peers teaching and/or learning practice in Mathematics Education.
- Critically review literature pertaining to teaching and learning mathematics in early years and primary schooling years or in informal out-of-school situations (e.g. in the home or on the streets).
- Demonstrate an understanding of different pedagogical practices from a global perspective in early years and Primary stage mathematics.
- Review key psychology of mathematics education work.
- Critically evaluate mathematics pedagogy in relation to social justice.
Intellectual skills
- Demonstrate their ability to critically apply key ideas of Mathematics Education.
- Discuss their own and others teaching and learning of mathematics.
- Research and reflection on their own or other’s mathematics teaching and learning practice.
Practical skills
- Evidence of planning, execution and evaluation of an instructional sequence
- Develop communication skills in relation to presenting their ideas pertaining to mathematics pedagogy.
- Develop interpersonal skills by working in groups on mathematics tasks.
- Develop dialogic skills through solving mathematics tasks and discussing the teaching and learning process.
Transferable skills and personal qualities
- Apply numeracy/ mathematics skills to solve early years and primary age school mathematics problems.
- Develop problem-solving skills by challenging existing perceptions of mathematics in diverse contexts.
- Communicate their ideas on mathematics pedagogy through critical reflections on their and their peer’s experiences.
Assessment methods
| Method | Weight |
|---|---|
| Other | 50% |
| 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 | 2,000 words | 50% |
| Teaching and Learning Assignment. A critical reflection on a learning or teaching experience | 2,000 words |
50% |
Feedback methods
In class and via blackboard
Recommended reading
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/
Study hours
| Scheduled activity hours | |
|---|---|
| Lectures | 24 |
| Tutorials | 6 |
| Independent study hours | |
|---|---|
| Independent study | 170 |
Teaching staff
| Staff member | Role |
|---|---|
| Julian Williams | Unit coordinator |
Additional notes
| Activity | Hours Allocated |
Contact time: 2 x 12 weeks Tutorials 3 x 2 | 24 6 |
| Directed reading | 50 |
| 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 |
| Total Hours | 200 |