Module EDUS3381: MATHEMATICS FOR PRIMARY TEACHING 3

Department: Education [Queen's Campus, Stockton]

EDUS3381: MATHEMATICS FOR PRIMARY TEACHING 3

Prerequisites

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

Corequisites

• English for Primary Teaching 3 (EDUS3371), Science for Primary Teaching 3 (EDUS3341), Dissertation (EDUS3332).

Excluded Combination of Modules

• None.

Aims

• To develop a rich and connected understanding of mathematical concepts in the primary curriculum and an understanding of the progression of these concepts beyond the primary phase.
• to study the findings from large and small scale research on primary and early secondary children's understanding of mathematical concepts.

Content

• During this module the themes explored in the related modules in years 1 and 2 will be re-visited but from the viewpoint of relevant mathematics research.
• Students will learn critically to evaluate the quality of evidence, methods in inquiry and the presentation of findings in research and professional literature on children's mathematical thinking.
• They will analyse mathematical situations in terms of underlying conceptual structures and meanings.
• Finally, the students will consider the nature of assessment - its use and its complexity and will explore the effectiveness of different ways of assessing pupil work.

Learning Outcomes

• By the end of the modules students will be able to demonstrate an understanding of key ideas related mathematics in the primary school.
• to demonstrate an informed and critical awareness of research in mathematics education which can enhance the effectiveness of the primary mathematics teacher.
• to demonstrate a critical awareness of the National Numeracy Strategy and the way in which it facilitates the development of mathematical understanding.
• to demonstrate an understanding of the way in which theory informs practice and vice versa.
• to observe, record accurately and relate educational practice to theory in primary schools and classrooms.

• 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;

• 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 and presentation assignments.

■ 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