Undergraduate Programme and Module Handbook 2013-2014 (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 | Tied | Level | 3 | Credits | 20 | Availability | Available in 2013/14 | Module Cap | None. | Location | Queen's Campus Stockton |
---|

Tied to | X101 |
---|

#### Prerequisites

- Mathematics for Primary Teaching 2 (EDUS2531).

#### Corequisites

- None.

#### Excluded Combination of Modules

- None.

#### Aims

- To examine the subject knowledge required to enhance pupilsâ€™ understanding of mathematics in preparation for their transfer to KS3.
- Examine ways in which pupilsâ€™ 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 childrenâ€™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 | |
---|---|---|---|---|---|

Seminars | 15 | Weekly | 2 hours | 30 | |

Preparation and Reading | 170 | ||||

Total | 200 |

#### Summative Assessment

Component: Assignment | Component Weighting: 30% | ||
---|---|---|---|

Element | Length / duration | Element Weighting | Resit Opportunity |

Written assignment | 1500 words | 100% | |

Component: Assessment | Component Weighting: 50% | ||

Element | Length / duration | Element Weighting | Resit Opportunity |

Written assignment | 2500 words | 100% | |

Component: Powerpoint presentation | Component Weighting: 20% | ||

Element | Length / duration | Element Weighting | Resit Opportunity |

Powerpoint presentation | 100% |

#### Formative Assessment:

Seminar presentations

■ 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