Durham University
Programme and Module Handbook

Undergraduate Programme and Module Handbook 2010-2011 (archived)


Department: Mathematical Sciences


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


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


  • At least two other level 3 maths modules.

Excluded Combination of Modules

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


  • 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.


  • 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