Undergraduate Programme and Module Handbook 2010-2011 (archived)
Module MATH3121: MATHEMATICS TEACHING III
Department: Mathematical Sciences
MATH3121:
MATHEMATICS TEACHING III
| Type |
Tied |
Level |
3 |
Credits |
20 |
Availability |
Available in 2010/11 |
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
- 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.
- Reflection on a number of areas of school mathematics from an advanced standpoint.
- 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% |
|
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
