Module EDUS2531: MATHEMATICS FOR PRIMARY TEACHING 2

Department: EDUCATION [Queen's Campus, Stockton]

EDUS2531: MATHEMATICS FOR PRIMARY TEACHING 2

Prerequisites

• Mathematics for Primary Teaching 1 (EDUS1611).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop students' understanding of the geometrical and statistical aspects of the primary education curriculum.
• to develop students' understanding of the role that ICT can play in the development of an understanding of mathematical concepts.
• to consider how children think about geometry and statistics in the primary curriculum, by critical analysis of publications from mathematics education journals.

Content

• The content will be closely related to the National Curriculum for Mathematics.
• It will include developing an understanding of children's learning of shape, space and data handling.
• Students will carry out work with primary children in relevant university sessions.
• Students will explore flexible and imaginative ways of implementing the National Numeracy Strategy, paying particular attention to making appropriate cross-curricular links.
• Students will work within some of the following ICT environments - Logo, Cabri, Spreadsheets, Derive, Graphic calculators.
• Within these environments they will work on a variety of problems which will enhance their understanding of geometry and the role of ICT in developing understanding.

Learning Outcomes

• By the end of the module students should be able to demonstrate an understanding of key ideas related to geometry and statistics.
• to demonstrate the facility critically to reflet on the geometrical and statistical aspects of the national curriculum.
• to demonstrate an informed understanding of the role of ICT in developing children's understanding in mathematics.
• to demonstrate competence in planning, teaching and assessing the primary mathematics curriculum, especially as outlined in the National Numeracy Strategy.
• to demonstrate knowledge and understanding of methods and approaches suited to the effective planning and teaching of the primary mathematics curriculum, especially as outlined in the National Numeracy Strategy.

• think critically and independently;
• analyse, synthesise and evaluate primary and/or secondary data;
• critically analyse literature on a variety of contemporary education issues;
• construct and sustain a reasoned argument
• observe, record and relate educational practice to theory in primary schools and classrooms;
• to observe, record accurately and relate educational practice to theory in primary schools and classrooms.

• communicate ideas, principles and theories effectively in a variety of ways;
• work effectively on given tasks and activities;
• use Information and Communications Technology in a variety of ways;
• manage time and work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The course will be delivered through weekly lectures and tutorials.
• There will also be seminars where students will present their critical reflections on appropriate journal articles.
• Fieldwork based in primary schools.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Tutorial presentations

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University