Postgraduate Course: Subject Specialism: Mathematics (1) (EDUA11365)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | This course examines pedagogical approaches to mathematics education in upper primary and all secondary stages of Scottish schools. This course will develop a critical understanding of theories of learning, teaching and assessment of mathematics, and students will learn how to use theoretical knowledge about subject and pedagogy in mathematics to devise teaching that is designed to meet the needs and interests of diverse learners. |
| Course description |
This course considers the progression of core concepts in mathematical thinking, drawing on socio-cultural and social constructivist theories of learning and the role of dialogic teaching that are dominant in the field of mathematics education.
The course content is designed to critically engage and fully familiarise students with national guidelines and current curriculum and assessment policy arrangements for mathematics in Scottish schools. Students engage critically and analytically with theories of teaching, learning and assessment. They are expected to apply those theories to practice and to critically reflect on university and site-based experiences as they begin the process of becoming reflective and reflexive practitioners. Students are expected to engage extensively with, and make meaningful and purposeful use of a wide range of appropriate literature.
Students will critically review latest research findings in mathematics education, design effective learning environments, reflect on their own practice and create links between theory and practice in mathematics education. Students will explore and develop their knowledge and understanding of learning and teaching mathematics so that they can:
- analyse and critique curricula at policy level and at classroom delivery level within the subject specialism in order to develop purposeful, engaging teaching for learners from P5 to S6
- have sound knowledge of the Primary Mathematics curriculum and how it is implemented, and the implications for Secondary teachers to support transition issues
- develop understanding of assessment within the context of mathematics education in Broad General Education and Senior Phase
- be aware of the importance of promoting a positive attitude to Mathematics in school, and of the difficulties 'real and perceived' that pupils may encounter with the subject
- develop skills, knowledge and understanding of ways of supporting pupils' mathematical education and basic numeracy
- develop a reflective and imaginative approach to teaching mathematics
- be familiar with varied strategies such as group work and practical work, and taking an investigative approach to topics when appropriate
- plan, implement and evaluate lessons and sequences related to curriculum requirements and the needs of the pupils in their care on the site-based component of the programme
Students will be encouraged to be aware of the range of skills, expertise and experience existing within their peer group, and to make the most of these to promote 'learning together'. There will be tutor-led seminars and student-led sessions, including role-play in 'mini-lessons', and self- and peer-assessment will be encouraged throughout. Some topics, such as familiarisation with resources and technologies for learning and teaching in mathematics, will be self and peer-study based on materials provided by tutors.
Students taking this course will work in collaborative groups in seminars and in directed study time, both in university and cluster sites. Learning will be problem-based and students will be expected to contribute extensively in tutorial sessions.
The course will comprise 10 hours of whole group teaching/ tutor contact.
Students will engage in 35 hours of site-based learning and 20 hours of directed study on campus.
Independent Learning of 35 hours completes the breakdown of learning and teaching activities.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2022/23, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
98 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
This 10-credit course is assessed by project work.
The course uses a student-driven assessment approach in which the students negotiate with the course organiser about a personally meaningful topic for their project which is consistent with the learning outcomes of the course. On agreement of topic:
Part 1 of the task is to develop a theorised proposal that details the aim of the project, a rationale and clear identification of associated pedagogies, the deliverables and a plan for carrying it out with site-based colleagues. There is scope for students to undertake larger, more challenging research topics.
Indicative projects could include (but are not restricted to):
- An investigation of the impact of a new or alternative teaching approach on learners' understanding of a difficult concept;
- The development of a teaching progression and sequence of lessons on an agreed topic that can be implemented during the site-based experience (topic negotiated with the tutor and site-based colleagues);
- The development of the outline for a new SQA National Qualification in their subject specialism, such as: 'Statistics unit' in mathematics (Group project);
- A review of the literature on inclusive practices within subject specialism and an evaluation of site-based approaches in the classroom.
Part 2 of the task will constitute a report and reflection on the development and implementation of the project. This will usually take the form of a portfolio which will contain the deliverables including a reflective report.
Part 1 is a formative assessment, with Part 2 worth 100% of the summative grade. |
| Feedback |
A mixture of oral and written, peer and tutor feedback can be expected.
Group lesson studies and individual 'mini' lesson delivery will benefit from oral feedback.
Site-based teaching experiences will receive oral or written feedback from school mentors, cluster tutors and university tutors who will structure comments around GTCS Standard for Provisional Registration as appropriate.
Feed-forward advice on Part 1 of the assessment (project proposal) and written feedback on Part 2 (reflective report) will be provided by tutors to inform future learning on the programme and beyond. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate critical understanding of the principal theories, concepts and principles related to the teaching of subject specialism (mathematics) in schools
- Apply knowledge, skills and understanding of theoretical perspectives as related to planning and preparing for practice, through developing imaginative and creative curricular materials that draw on a range of relevant sources and that are relevant to site-based context.
- Critically review, evaluate and synthesise key issues related to development of curricular materials, or issues that are informed by practise in professional site-based context.
- Engage critically and analytically with academic and policy literature related to teaching subject specialism (mathematics) in the schools and begin to apply this thinking to their development as reflective and reflexive professionals
- Analyse their learning on this course in relation to relevant core concepts of social justice, sustainability, global perspectives, digital and statistical literacies and professional inquiry skills.
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Reading List
INDICATIVE TEXTS:
Allsopp, D., van Ingen, S., & Lovin, L. H. (2018). Teaching mathematics meaningfully: solutions for reaching struggling learners. 2nd edition, London: Brookes Publishing.
Bartell, T. G. (2018) Toward equity and social justice in mathematics education, New York, Springer.
Chambers, P. & Timlin, R. (2019) Teaching mathematics in the secondary school. 3rd edition, London: SAGE.
Johnston-Wilder. S., Lee, C. & Pimm, D. (2017) Learning to teach mathematics in the secondary school: A companion to school experience, 4th edition. London: Routledge.
Jorgensen, R. & Larkin, K. (2018) STEM education in the junior secondary: The state of play, New York: Springer. |
Additional Information
| Graduate Attributes and Skills |
Mindset: Enquiry and Lifelong learning
Desire learning and insights that make a positive difference to themselves and the world around them. Inspired by their exposure to world-leading research and discovery within their discipline and beyond, they are innovative and lifelong learners.
Mindset: Aspiration and Personal Development
Draw on their initiative and resilience to expand and fulfil their potential. They take personal responsibility in pursuing their goals and grasping opportunities to grow. They do this making the most of their education, abilities, self-awareness and confidence.
Mindset: Outlook and Engagement
Draw on the quality, depth and breadth of their experiences to engage with the communities and world around them. They do this with a global perspective and a desire to contribute positively.
Skills: Research and Enquiry
Skills in research and enquiry enable graduates to creatively tackle problems and to generate and make use of opportunities for learning.
- recognise diverse styles of thinking and ways of working and developing capabilities to bring out the best in others regardless of their style preferences
- use information and knowledge effectively in order to abstract meaning from information and to share knowledge, including the use of quantitative skills
- digital literacy skills, including able to interrogate visual and information, as well as
having IT skills, including familiarity with word processing, spreadsheets, file management and use of internet search engines
- proficiency, confidence and competence with numbers and measures
Skills: Personal and Intellectual Autonomy
Evaluate ideas and evidence using critical and reflective thinking. They do this drawing on their open-mindedness, curiosity, integrity and logic.
- be critically self-aware, self-reflective and self-manage in order to fully maximise potential
- the importance of the development of lifelong learning skills as part of continuing personal and professional development
- the importance of learning to learn
Skills: Communication
Skills in communication to enhance their understanding and to engage and collaborate effectively with others.
- effective communicators who are able to read and write, present, listen, influence and network
- develop their oral communication of complex ideas and arguments using a range of media
- be able to communicate complex ideas and arguments in writing using a range of media
- have the ability to produce clear, structured written work
- articulating and effectively explaining information
- understand when and how it is best to communicate through social media
- look into the best way to promote themselves through social media, if they wish to
Skills: Personal Effectiveness
Skills in personal effectiveness to be adaptable and have a positive influence, taking into account their values, abilities and wider context.
- have an ability to prioritise
- have an ability to plan and effectively use resources to achieve goals
- have resilience and the ability to recover from setbacks
- effectively perform within team environments including the ability to recognise and capitalise on individuals' different thinking, experience and skills
- seek and value open feedback to help their self-awareness of working with a team
- be responsive to their changing surroundings, both being flexible and proactive
- have the ability to recognise the need for and initiate change and be able to manage change
- broadly, have an ability to demonstrate an innovative approach, creativity, collaboration and risk taking |
| Keywords | mathematics,education,primary,secondary,teaching |
Contacts
| Course organiser | Dr Hui-Chuan Li
Tel: (0131 6)51 4880
Email: |
Course secretary | Miss Annabelle MacInnes
Tel: (0131 6)51 7761
Email: |
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