Undergraduate Programme and Module Handbook 2012-2013 (archived)
Module MATH3121: MATHEMATICS TEACHING III
Department: Mathematical Sciences
MATH3121:
MATHEMATICS TEACHING III
Type |
Tied |
Level |
3 |
Credits |
20 |
Availability |
Available in 2012/13 |
Module Cap |
40 |
Location |
Durham
|
Tied to |
G100 |
Tied to |
G101 |
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), The 'Science Into
Schools' modules from other departments.
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: 35% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
Unseen written examination |
1 hour 45 minutes |
100% |
|
Component: School visit file |
Component Weighting: 20% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
School visit file describing the student's school
experience |
|
100% |
|
Component: Report |
Component Weighting: 35% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
Essay on 'elementary mathematics from an advanced
standpoint' |
3000 - 5000 words |
100% |
|
Component: Presentation |
Component Weighting: 10% |
Element |
Length / duration |
Element Weighting |
Resit Opportunity |
Presentation on 'elementary mathematics from an advanced
standpoint' |
|
100% |
|
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