Undergraduate Programme and Module Handbook 2018-2019 (archived)
Module EDUS3391: MATHEMATICS FOR PRIMARY TEACHING 4: MATHEMATICS FOR SPECIALISTS
Department: Education (ITE)
EDUS3391: MATHEMATICS FOR PRIMARY TEACHING 4: MATHEMATICS FOR SPECIALISTS
| Type | Tied | Level | 3 | Credits | 20 | Availability | Available in 2018/19 | Module Cap | Location | Durham |
|---|
| Tied to | X101 |
|---|
Prerequisites
- Mathematics for Primary Teaching 2 (EDUS2531).
Corequisites
- None.
Excluded Combination of Modules
- 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: Assignment | Component Weighting: 100% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Written assignment | 4,000 words | 100% | No |
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