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 important ideas which underpin the primary mathematics curriculum – in particular the area of Shape and Space, to strengthen their knowledge of the connections between mathematical topics, and to introduce a range of ways of thinking about and representing key ideas.
• To consider how children think about the mathematics in the primary curriculum, by critical analysis of publications from mathematics education journals.
• To explore pedagogical issues related to the teaching of Shape and Space.

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 algebra. They will also examine theories of learning mathematics and related issues. Students will explore flexible and imaginative ways of implementing the National Numeracy Strategy, paying particular attention to making appropriate cross-curricular links.

Learning Outcomes

• By the end of the module students should be able to demonstrate an understanding of key ideas related to geometry and algebra.
• to demonstrate the facility critically to reflet on the geometrical aspects of the national curriculum.
• to demonstrate an informed understanding of learning theories 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