Learning and Teaching Mathematics

Learning Outcomes

Transferable and Generic Skills

Having successfully completed this module you will be able to:

• Organise and articulate opinions and arguments in speech, writing and other appropriate media using relevant specialist vocabulary.
• Collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities.
• Articulate your own approaches to learning and organise an effective work pattern including working to deadlines.

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

• The complexity of the interaction between learning and contexts, and the range of ways in which participants (including learners and teachers) can influence the learning process within mathematics education.
• Societal and organisational structures (including international comparisons) and purposes of educational systems (e.g. the national curriculum), and the possible implications for learners and the learning process within Mathematics Education.

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

• Select and apply a range of relevant theoretical and research-based evidence (primary and secondary sources), to extend your knowledge and understanding of mathematics education.
• Locate and justify your personal position in relation to mathematics education research and theories.
• Identify and reflect critically across aspects of mathematics education and their application in educational contexts and policies.
• Systematically analyse educational concepts, theories and issues of policy relating to mathematics education.

Typically this module will cover:

• Learning and teaching mathematics focusing on different mathematical domains (e.g., numeracy, statistics, algebra, geometry)
• Theoretical considerations regarding the learning and teaching of mathematics
• Research-informed perspectives on learning and teaching mathematics
• Contemporary issues in mathematics education

Teaching and learning methods

This module is taught through a mix of interactive lectures and seminars groups along with directed reading and suggested additional research material.

Resources & Reading list

Textbooks

Boaler, J. The Elephant in the Classroom: Helping Children Learn and Love Maths. London: Souvenir Press.

Polya, G (1962). Mathematical Discovery: on understanding, learning, and teaching problem solving.. New York: Wiley.

Johnston-Wilder, S. & Mason, J (2005). Developing Thinking in Geometry. London: Paul Chapman.

Cockburn, A. D., & Littler, G (2008). Mathematical misconceptions: A guide for primary teachers. Sage.

Boaler, J. (2016). Mathematical Mindsets. San Francisco: Jossey- Bass.

Mason, J (1991). Learning and Doing Mathematics. Basingstoke: Macmillan.

Carpenter, T. P., Dossey, J. & Koehler, J (2004). Classics in Mathematics Education Research.. Reston, VA: National Council of Teachers of Mathematics.

Mason, J. with Johnston-Wilder, S. & Graham, A. (2005). Developing Thinking in Algebra. London: Paul Chapman.

Mason, J. H. and Johnston-Wilder, S. J. (2004). Fundamental Constructs in Mathematics Education. London: Routledge Falmer.

Haylock, D., & Cockburn, A. D (2003). Understanding mathematics in the lower primary years: A guide for teachers of children. Sage.

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Repeat Information

Repeat type: Internal & External