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 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 2016/2017		Queen's Campus Stockton

Tied To

X101: Primary Education

Pre-requisites

Mathematics for Primary Teaching 2 (EDUS2531).

Corequisites

None.

Excluded Combinations

None.

Aims

To examine ways in which pupils’ experience of learning mathematics can be enhanced.
To look at the primary curriculum more broadly and explore ways in which the teaching of mathematics can be improved.
To gain an in depth working knowledge of the role of the mathematics coordinator in the primary school.
To gain an awareness of the wider issues involved in the role of the mathematics subject leader.

Content

Problem-solving, including open approaches to mathematics,
Enriching mathematics,
Alternative approaches to assessment, including open approaches
Role of the Mathematics Coordinator
Using national assessment data to identify school priorities
Researching and popularising mathematics,
Working with teachers and parents,
Raising standards and improving pedagogy
Resources for professional development.

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
an understanding of the role of a mathematics coordinator
an understanding of important current initiatives and curriculum legislation

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

engage in critical reflection in one's own professional development
communicate ideas, principles and theories effectively in written and oral form
manage time and work to deadlines
engage in peer review
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	Component Weighting	Element	Length/Duration	Element Weighting	Resit Opportunity
Assignment	100%	Written assignment	4,000 words	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.