Module EDUS1611: MATHEMATICS FOR PRIMARY TEACHING 1

Department: Education [Queen's Campus, Stockton]

EDUS1611: MATHEMATICS FOR PRIMARY TEACHING 1

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop students' understanding of the important ideas which underpin the primary mathematics curriculum, strengthen their knowledge of the connections between mathematical topics, and introduce a range of ways of thinking about and representing key ideas.
• To consider how children think about mathematics in the primary curriculum, by critical analysis of publications from mathematics education journals.
• To develop student teachers' knowledge of mastery and the implications for the teaching and learning of mathematics in the classroom.
• To explore pedagogical issues related to the teaching of mathematics.
• To verify that students can do all the mathematics set out in the subject knowledge requirements for courses of Initial Teacher Training.

Content

• The content will be closely related to the National Curriculum for Mathematics including links with mastery.
• It will include children's learning of early number, mental and written calculation methods, and early ideas in algebra.
• Students will critically examine the role of the three part daily mathematics lesson and aspects of the planning cycle as used in primary schools.
• Students will carry our numeracy work with primary children and analyse the results in relevant university sessions.
• They will explore critically the role of different representations in children's understanding of number.
• The students will learn to evaluate the use of specific resources and will gain experience in developing resources themselves.

Learning Outcomes

• By the end of the module students should be able to demonstrate an understanding of the key ideas related to numeracy.
• knowledge and understanding of methods and approaches suited to the effective planning and teaching of the primary mathematics curriculum including mastery.
• To develop student teachers’ subject knowledge and understanding in mathematics.
• Understanding of how children think about the mathematics in the primary curriculum, by critical analysis of publications from mathematics education journals.
• To explore pedagogical issues related to the teaching of mathematics.

• Able to critically reflect on the numerical aspects of the national curriculum.
• To discuss critically aspects of educational theory related to the learning of mathematics.
• To present arguments based on their understanding of selected articles about mathematics education.
• To observe, record and relate educational practice to theory in primary schools and classrooms.
• Ability to reflect on personal experience and practice in school.
• Ability to relate practice to research ideas.

• Students will have opportunities throughout the course to
• Use and draw on research literature to highlight important educational issues.
• Learn to construct coherent, logical written arguments in putting forward a case for how educational practice should be carried out.
• Reflect on present learning in order to develop future learning.
• Communicate ideas, principles and theories effectively in written form.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The course will be delivered through weekly lectures and tutorials.
• There will also be seminars where students will present their critical reflections on appropriate journal articles.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Opportunity to submit and receive feedback on a brief plan of written assignment.

■ 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