Module EDUS3391: MATHEMATICS FOR PRIMARY TEACHING 4: MATHEMATICS FOR SPECIALISTS

Department: Education (ITE)

EDUS3391: MATHEMATICS FOR PRIMARY TEACHING 4: MATHEMATICS FOR SPECIALISTS

Prerequisites

• Mathematics for Primary Teaching 2 (EDUS2531).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop student teachers’ awareness of the role of the mathematics subject leader in terms of their pedagogical beliefs and their wider school role such as the mentoring and coaching of colleagues and working with parents;
• To develop student teachers’ knowledge of mastery and the implications for the teaching and learning of mathematics across the school

Content

• Understanding the role of the subject leader
• Learning to lead effectively
• Developing a philosophy of education
• Understanding mastery
• Monitoring for impact
• Working effectively with stakeholders
• Developing policies and practice
• Developing subject knowledge
• Developing and delivering professional development sessions
• Understanding school and national data
• Liaising with phase colleagues
• Writing professional reports and documents
• Identifying and critically evaluating research and understanding how it informs practice
• Participation in teacher research groups

Learning Outcomes

• An understanding of the role of a mathematics subject leader
• An understanding of important current initiatives and curriculum legislation
• Knowledge of key ideas related to mathematics in the primary school
• An understanding of monitoring and mentoring colleagues

• 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
• An in depth understanding of approaches to teaching primary mathematics

• Engage in critical reflection in one's own professional development
• Communicate ideas, principles and theories effectively in written and oral form
• Develop communication skills by making presentations to large groups;
• 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

Summative Assessment

Formative Assessment:

Students will be invited to submit a plan of their academic poster for formative feedback which will provide guidance on relevant further reading and the effectiveness of the presented argument. Students will be given feedback at least two weeks before the submission deadline. For the reflective essay students will be invited to submit a percentage of the essay (25%) for feedback which will focus on the development of arguments, critical thinking and originality. Students will get access to this feedback at least two weeks before the summative assignment is due. DUO assessment submission sites will be used for these.

■ 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