This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.
Undergraduate Handbook 2012-2013 (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 2012/2013 | None. | Queen's Campus Stockton |
Tied To
Pre-requisites
- 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
- knowledge of key ideas related mathematics in the primary school
- knowledge of the National Numeracy Strategy and the way in which it facilitates the development of mathematical understanding
- an understanding of the way in which theory informs practice and vice versa
- an understanding of the role of a mathematics coordinator
Subject-specific Skills
- an informed and critical awareness of research in mathematics education which can enhance the effectiveness of the primary mathematics teacher
- observe, record accurately and relate educational practice to theory in primary schools and classrooms
- critically analyse literature on a variety of contemporary education issues relating to primary mathematics
- new approaches to the teaching of primary mathematics
Key Skills
- communicate ideas, principles and theories effectively in written and oral form
- manage time and work to deadlines
- construct and sustain a reasoned argument
- evaluate and make use of information from a variety of primary and secondary sources
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 |
|---|---|---|---|---|---|
| Seminars | 15 | Weekly | 2 hours | 30 | |
| Preparation and Reading | 170 | ||||
| Total | 200 |
Summative Assessment
| Component | Component Weighting | Element | Length/Duration | Element Weighting | Resit Opportunity |
|---|---|---|---|---|---|
| Assignment | 30% | Written assignment | 1500 words | 100% | |
| Assessment | 50% | Written assignment | 2500 words | 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.