Module EDUS3391: MATHEMATICS FOR PRIMARY TEACHING 4: MATHEMATICS FOR SPECIALISTS

Department: Education [Queen's Campus, Stockton]

EDUS3391: MATHEMATICS FOR PRIMARY TEACHING 4: MATHEMATICS FOR SPECIALISTS

Prerequisites

• Mathematics for Primary Teaching 1 (EDUS1611), Mathematics for Primary Teaching 2 (EDUS2531).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop students' experience in the processes involved in using and applying mathematical concepts.
• to develop students' facility to work on mathematical problems at their own level in order to enhance the quality of their future teaching.
• to develop an understanding of the role of the subject co-ordinator within the primary school.

Content

• The first theme explored will be that of generality.
• This will be developed through a variety of mathematical situations which will involve: problem solving and working with pattern.
• patterns derived from natural, numerical and spatial situations.
• sequences, series and functions.
• The second theme explored will be that of reasoning, proof and modelling.
• This will be developed through an exploration of axiomatic systems, alternative geometrical systems, mathematical proof, modelling problems.
• The third theme explored will be that of the role of the subject co-ordinator in the primary school.
• Aspects of the role will be analysed and students will explore ways in which their "expert" knowledge of mathematics can be used to enhance the quality of mathematical problems within the primary school.

Learning Outcomes

• By the end of the module students should be able to demonstrate:
• the facility to study a number of applications of mathematics in practical tasks, real life problems and within mathematics itself.
• the facility to communicate mathematics through the presentations of topics in seminars.
• the facility to use and evaluate different problem solving strategies.
• the facility to think logically and to use methods of proof and modelling skills.
• the facility to use their mathematical knowledge within a leadership role in primary mathematics.
• an ability to observe, record accurately and relate educational practice to theory in primary schools and classrooms.
• an ability to think critically and independently;
• an ability to analyse, synthesise and evaluate primary and/or secondary data;
• an ability to critically analyse literature on a variety of contemporary education issues;
• an ability to construct and sustain a reasoned argument.
• an ability to observe, record 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

• Lectures, workshops and seminars will be used as appropriate to support students in developing their critical understanding of the role of the teacher in the primary mathematics classroom.
• Individual and group projects will be undertaken.
• Fieldwork in primary schools.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Seminar 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