Undergraduate Programme and Module Handbook 2008-2009 (archived)

Module MATH3121: MATHEMATICS TEACHING III

Department: Mathematical Sciences

MATH3121: MATHEMATICS TEACHING III

Type	Tied	Level	3	Credits	20	Availability	Available in 2008/09	Module Cap	40	Location	Durham

Tied to	G100
Tied to	G103
Tied to	G104
Tied to	CFG0
Tied to	FGC0
Tied to	QRVA
Tied to	QRV0
Tied to	X1G1

Prerequisites

At least 3 Maths modules taken in second year, at least two of which are at level 2.

Corequisites

At least two other level 3 maths modules.

Excluded Combination of Modules

Communicating Mathematics III (MATH3131), Earth Sciences Into Schools (GEOL3251).

Aims

To encourage the students to reflect on the content, method and learning of mathematics from the points of view of school and university and in so doing to gain a fuller understanding of the nature and foundations of the subject and also to acquire skills in presentation of particular topics through talks and seminars.

Content

School Mathematics: Pupils' learning problems.
Implications of recent initiatives including Cockcroft report, GCSE, National Curriculum.
Topics in School Mathematics.
Collection of examples from school visits and analysis and discussion of material collected from pupil mathematical viewpoints.
School Mathematics from an Advanced Standpoint: After some introductory lectures, students are invited to give seminars on a selection of topics whose scope is indicated by the following syllabus: (a) The idea of proof.
(b) The development of the real number system.
(c) The solution of equations and the development of algebra.
(d) Geometry.
(e) Arithmetic and number investigations in school.
(f) Other topics from Arithmetic, Algebra, Analysis, as proposed by the student and agreed by the lecturer in the spirit of Klein's 'Elementary Mathematics from an Advanced Standpoint'.

Learning Outcomes

Subject-specific Knowledge:

By the end of the module students will: be able to solve novel and/or complex problems in Mathematics Teaching.
have a systematic and coherent understanding of theoretical mathematics in the field of Mathematics Teaching.
have acquired a coherent body of knowledge of these subjects demonstrated through one or more of the following topic areas: Observation and reflection on mathematics through school visits.
Consideration of current issues in mathematics teaching and learning.
Investigation of a topic in school mathematics from an advanced standpoint.

Subject-specific Skills:

Reflection on a number of areas of school mathematics from an advanced standpoint.

Key Skills:

Students will have advanced skills in problem solving.

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

Teaching Methods and Learning Hours

Activity	Number	Frequency	Duration	Total/Hours
Lectures/Seminars	40	2 per week for 19 week and 2 in term 3	1 Hour	40
Preparation and Reading				160
Total				200

Summative Assessment

Component: Examination		Component Weighting: 50%
Element	Length / duration	Element Weighting	Resit Opportunity
Unseen written examination	2.5-hour	100%
Component: Coursework		Component Weighting: 50%
Element	Length / duration	Element Weighting	Resit Opportunity
School visit file describing the student's school experience		30%
Assignment on 'elementary mathematics from an advanced standpoint': essay	3000 - 5000 words	60%
Assignment on 'elementary mathematics from an advanced standpoint': presentation		10%

Formative Assessment:

The student will give a presentation to fellow students and relevant staff on material germane to the essay.

■ 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