Undergraduate Programme and Module Handbook 2019-2020 (archived)
Module EDUS3381: MATHEMATICS FOR PRIMARY TEACHING 3
Department: Education (ITE)
EDUS3381: MATHEMATICS FOR PRIMARY TEACHING 3
| Type | Tied | Level | 3 | Credits | 20 | Availability | Available in 2019/20 | Module Cap | Location | Durham |
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| Tied to | X101 |
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Prerequisites
- None.
Corequisites
- None.
Excluded Combination of Modules
- None.
Aims
- To develop student teachers’ subject knowledge and understanding for teaching mathematics;
- To develop student teachers’ knowledge of teaching for mastery and the implications for the teaching and learning of mathematics in the classroom;
- To develop student teachers’ awareness of wider issues such as metacognition, attitudes and teacher knowledge;
- To explore problem solving in mathematics; • To explore pedagogical issues related to the teaching of mathematics;
- To critically examine practical ideas and activities for teaching mathematics in the primary school.
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.
Learning Outcomes
Subject-specific Knowledge:
- knowledge of key ideas related to 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 | |
|---|---|---|---|---|---|
| Lectures | 15 | Weekly | 1 hour | 15 | ■ |
| Tutorials / Seminars / Practicals | 8 | Fortnightly | 1.5 hours | 12 | ■ |
| Preparation and Reading | 173 | ||||
| Total | 200 |
Summative Assessment
| Component: Examination | Component Weighting: 100% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Examination | three hours | 100% | No |
Formative Assessment:
Essay plan for seen exam question Revision sessions offered.
■ 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