Undergraduate Course: Mathematics in Primary Education (EDUA08096)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 8 (Year 2 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course offers the student an opportunity to engage with and to develop understanding of learning and teaching mathematics in Scottish primary schools. A prime purpose of the course is to prepare and support students in becoming knowledgeable, confident and reflective practitioners in relation to their teaching of primary mathematics. The course will build upon their knowledge of theories of learning and apply these in the context of a mathematical learning environment. It will develop 'pedagogical content knowledge' (PCK) that will support the student in developing effective practice (Shulman, 1986). Students will explore unifying themes and theories of learning within mathematics education through studies of common conceptions, misconceptions, and difficulties that learners encounter. These explorations will include analyses of specific teaching strategies that can be used to address learners' needs in particular classroom situations. Students will also devote personal study time to further develop their subject matter knowledge, extending their understandings from knowing that to knowing why, as preparation for teaching key areas of the primary mathematics curriculum. |
| Course description |
Illustrative topic content includes:
- Conceptual development of number: focusing on representations and practical application of early number work through to fractions, decimals and percentages.
- Methods of calculating: including mental strategies that lead to informal records and appropriate written methods based on current research.
- Pedagogical knowledge in support of Shape, Position and Movement: extending experiences from early shape to capitalise on technological exploration and investigation of position, movement, angle and pattern using programmable toys and 'Turtle' graphics.
- Developing mathematical thinking that can be extended to 'generalisation' and foundations of mathematical proof, incorporating algebraic thinking appropriate to age and stage of learners.
- Developing learner's knowledge and confidence in the ideas of chance and uncertainty, and other features of handling data that relate to citizenship and critical mathematics education.
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Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: 134 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 10,
Seminar/Tutorial Hours 10,
Supervised Practical/Workshop/Studio Hours 20,
Fieldwork Hours 12,
Feedback/Feedforward Hours 2,
Formative Assessment Hours 3,
Summative Assessment Hours 2,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
137 )
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| Assessment (Further Info) |
Written Exam
80 %,
Coursework
20 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
(1) Complete an audit and self-assessment of subject matter knowledge, and a reflective commentary on engagement with subject development [20%]
(2) A 2-hour examination assessing student's knowledge and understanding of children's mathematical thinking, development and associated pedagogies [80%]
(3) A group presentation on an aspect of teaching mathematics in the primary school [Formative]
Students must achieve a minimum of 40% on each of the first two components of assessment to be awarded the course credits. |
| Feedback |
(1) Oral formative feedback will be provided by tutor and peers on completion of group presentations on an aspect of teaching mathematics in the primary school.
(2) Oral feedback on critical evaluation and discussion of directed readings (academic and professional journals) in seminar sessions.
(3) Written feedback of a feed-forward nature on proposed action plan following completion of a section of the On-line Mathematics Assessment (OMA) tool. |
| Exam Information |
| Exam Diet |
Paper Name |
Hours & Minutes |
|
| Main Exam Diet S1 (December) | Mathematics in Primary Education | 2:00 | | | Resit Exam Diet (August) | Mathematics in Primary Education | 2:00 | |
Learning Outcomes
On completion of this course, the student will be able to:
- Explain a range of core theories, principles and concepts as exemplified in mathematics education
- Summarise pedagogical knowledge of the scope and defining features of a primary school mathematics curriculum
- Show confidence in mathematics pedagogical content knowledge in relation to the primary age range
- Critically evaluate ideas, concepts and issues that are pertinent to teaching approaches and learning practices in primary mathematics education
- Demonstrate autonomy and initiative in auditing and developing personal knowledge and understanding, embracing an enquiry-based approach to personal professional development.
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Reading List
Indicative Reading List:
Anghileri, J. (2006) Teaching Number Sense London: Continuum International Publishing Group
Briggs, M., Davis, S. (2008) Creative Teaching: Mathematics in the early years and primary classroom Oxon: Routledge
Gifford, S. (2005) Teaching Mathematics 3-5: developing learning in the foundation stage Maidenhead: OUP
Hansen, A. (Ed) (2011) Children's Errors in Mathematics (2nd Edition) Exeter: Learning Matters
Haylock, D. (2010) Mathematics Explained for Primary Teachers (4th Edition) London: Sage.
Hopkins, C., Pope, S. and Pepperell, S. (2004) Understanding primary mathematics London: David Fulton
Hopkins, C., Gifford, S. and Pepperell, S. (1999) Mathematics in the primary school: A sense of progression (2nd Edition) London: David Fulton
Mason, J. (2009) Developing Thinking in Algebra London: Sage
Montague-Smith, Ann and Price, Alison J. (2012) Mathematics in Early Years Education London: Routledge
Swan, M. (2006) Collaborative Learning in Mathematics London: National Research and Development Centre
Thompson, I. (Ed) (2010) Issues in Teaching Numeracy in Primary Schools Maidenhead: OUP
Rowland, T., Turner, F., Thwaites, A. and Huckstep, P. (2009) Developing Primary Mathematics Teaching London: Sage
Wright, R.J., Ellemor-Collins, D. and Tabor, P.D. (2012) Developing Number Knowledge London: Sage
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Additional Information
| Graduate Attributes and Skills |
Generic Cognitive Skills:
* Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues presented in directed readings for lectures, seminars and workshops.
* Formulate and critically evaluate evidence-based solutions/responses to defined and/or routine problems and issues arising from Professional Experience and Practice (PEP) activities.
Communication, ICT and Numeracy Skills:
* Use and evaluate numerical and graphical data used to report on national measures of progress and achievement in numeracy (e.g. Scottish Survey of Literacy and Numeracy (SSLN) and accompanying Professional Learning Resources)
* Use a range of standard ICT applications to process and obtain data in support of audit and self-assessment activity.
* Use a range of standard ICT presentation software to report on professional development related to teaching mathematics in the primary school (group presentations)
Autonomy, Accountability and Working With Others:
* Take the lead on planning in familiar or defined contexts related to professional practice
* Show awareness of own and others' roles, responsibilities and contributions when carrying out and evaluating group tasks.
* Work with others to acquire an understanding of current professional practice.
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| Keywords | Mathematics_Education Primary_Education Teaching |
Contacts
| Course organiser | Dr Tom Macintyre
Tel: (0131 6)51 6203
Email: |
Course secretary | Miss Deirdre Houston
Tel: (0131 6)51 4906
Email: |
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