This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.
Undergraduate Handbook 2010-2011 (archived)
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
| Type | Level | Credits | Availability | Module Cap | Location |
|---|---|---|---|---|---|
| Tied | 3 | 20 | Available in 2010/2011 | None. | Queen's Campus Stockton |
Tied To
Pre-requisites
- Mathematics for Primary Teaching 1 (EDUS1611), Mathematics for Primary Teaching 2 (EDUS2531).
Corequisites
- None.
Excluded Combinations
- None.
Aims
- To examine the subject knowledge required to enhance pupils’ understanding of mathematics in preparation for their transfer to KS3.
- Examine ways in which pupils’ experience of learning mathematics can be enhanced.
- Look at the numeracy strand of the primary curriculum more broadly and explore ways in which the teaching of mathematics can be improved.
- Gain an understanding of the role of the mathematics coordinator in the primary school.
Content
- Open approaches to mathematics,
- Extending children’s mathematical knowledge into what is required,
- Enriching mathematics,
- Alternative approaches to assessment,
- Tackling misconceptions,
- Role of the Mathematics Coordinator/Designing schemes of work,
- Using national assessment data,
- Researching and popularising mathematics,
- Working with teachers and parents,
- Resources for professional development.
Learning Outcomes
Subject-specific Knowledge
- Students will have opportunities throughout the course to develop their subject knowledge in mathematics.
Subject-specific Skills
- Students will have opportunities throughout the course to develop:
- new approaches to the teaching of mathematics,
- communication skills e.g. by making presentations to large groups,
- an understanding of the role of the mathematics coordinator.
Key Skills
- 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
- Seminars will be used 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.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total Hours | Attendance Monitored |
|---|---|---|---|---|---|
| Lectures | 15 | Weekly | 1 hour | 15 | |
| Tutorials, Seminars and Practicals | 15 | Weekly | 1 hour | 15 | |
| Preparation and Reading | 170 | ||||
| Total | 200 |
Summative Assessment
| Component | Component Weighting | Element | Length/Duration | Element Weighting | Resit Opportunity |
|---|---|---|---|---|---|
| Assignment | 30% | 1500 word written assignment | 100% | ||
| Assessment | 50% | 2500 word written assignment | 100% | ||
| Powerpoint presentation | 20% | Powerpoint presentation | 100% |
Formative Assessment
Seminar presentations
Students who do not attend monitored activities shown under Teaching Methods
and Learning Hours, or who fail to complete the summative or formative
assessment(s) specified above, may be subject to the Academic Progress
procedures defined in the University's General Regulation V, and may be
required to leave the University.