This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.
Undergraduate Handbook 2016-2017 (archived)
Module EDUS3381: MATHEMATICS FOR PRIMARY TEACHING 3
Department: Education [Queen's Campus, Stockton]
EDUS3381: MATHEMATICS FOR PRIMARY TEACHING 3
| Type | Level | Credits | Availability | Module Cap | Location |
|---|---|---|---|---|---|
| Tied | 3 | 20 | Available in 2016/2017 | Queen's Campus Stockton |
Tied To
Pre-requisites
- None.
Corequisites
- None.
Excluded Combinations
- None.
Aims
- To develop a rich and connected understanding of mathematical concepts in the primary curriculum and an understanding of the progression of these concepts beyond the primary phase.
- to study the findings from large and small scale research on primary and early secondary children's understanding of mathematical concepts.
Content
- During this module the themes explored in the related modules in years 1 and 2 will be re-visited but from the viewpoint of relevant mathematics research.
- Students will learn critically to evaluate the quality of evidence, methods in inquiry and the presentation of findings in research and professional literature on children's mathematical thinking.
- They will analyse mathematical situations in terms of underlying conceptual structures and meanings.
- Finally, the students will consider the nature of assessment - its use and its complexity and will explore the effectiveness of different ways of assessing pupil work.
Learning Outcomes
Subject-specific Knowledge
- knowledge of key ideas related mathematics in the primary school
- knowledge of the National Curriculum for mathematics 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
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
Key Skills
- communicate ideas, principles and theories effectively in written 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
- Lectures, workshops and seminars will be used as appropriate 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 |
|---|---|---|---|---|---|
| Lectures | 12 | Weekly | 1 hour | 12 | |
| Tutorials / Seminars / Practicals | 12 | Fortnightly | 1.5 hours | 18 | |
| Preparation and Reading | 170 | ||||
| Total | 200 |
Summative Assessment
| Component | Component Weighting | Element | Length/Duration | Element Weighting | Resit Opportunity |
|---|---|---|---|---|---|
| Examination | 100% | Seen examination | three hours | 100% |
Formative Assessment
Revision sessions offered.
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.