Undergraduate Programme and Module Handbook 2019-2020 (archived)
Module EDUS2531: MATHEMATICS FOR PRIMARY TEACHING 2
Department: Education (ITE)
EDUS2531: MATHEMATICS FOR PRIMARY TEACHING 2
| Type | Tied | Level | 2 | Credits | 20 | Availability | Available in 2019/20 | Module Cap | Location | Durham |
|---|
| Tied to | X101 |
|---|
Prerequisites
- None.
Corequisites
- None.
Excluded Combination of Modules
- None.
Aims
- To develop students’ understanding of the important ideas which underpin the primary mathematics curriculum – in particular the areas of Geometry and Measurement and to strengthen their knowledge of the connections between mathematical topics, and to introduce a range of ways of thinking about and representing key ideas.
- To develop student teachers' knowledge of mastery and the implications for teh teaching and learning of mathematics in the classroom.
- To consider 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 Geometry and Measurement.
Content
- The content will be closely related to the National Curriculum for Mathematics. It will include developing an understanding of children's learning of Geometry and Measurement. They will also examine theories of learning mathematics links with mastery and related issues. Students will explore flexible and imaginative ways of implementing the Curriculum for Mathematics, paying particular attention to making appropriate cross-curricular links.
Learning Outcomes
Subject-specific Knowledge:
- knowledge of key ideas related to geometry and measurement.
- knowledge and understanding of learning theories in mathematics.
- knowledge and understanding of methods and approaches suited to the effective planning and teaching of the primary mathematics curriculum including mastery.
Subject-specific Skills:
- understanding issues of planning, teaching and assessing the primary mathematics curriculum, as used in primary schools.
- critically reflect on the aspects of geometry and measurement as used in the primary mathematics national curriculum.
- critically analyse literature on a variety of contemporary issues in primary mathematics education.
- observe and relate educational practice to theory in primary schools and classrooms.
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
- 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.
- Fieldwork based in primary schools.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Lectures | 17 | Each week | 1 hour | 17 | ■ |
| Tutorials, seminars, practicals | 9 | Fortnightly | 1.5 hour | 13.5 | ■ |
| Preparation and Reading | 169.5 | ||||
| Total | 200 |
Summative Assessment
| Component: Examination | Component Weighting: 100% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Examination | 3 hours | 100% | Yes |
Formative Assessment:
Opportunities to review, discuss and receive feedback on potential examination questions. Essay plan for one seen exam question
■ 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