| Unit name | Curriculum Design and Development in School Mathematics |
|---|---|
| Unit code | EDUCM5303 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Tracy Helliwell |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
This unit involves participants considering: International perspectives in relation to evolving international mathematics curriculum development and the influence of culture; The design and delivery of mathematics curriculum including cross-curricular issues; The evaluation of curriculum change - intentions, methodology, outcomes.
This unit is designed to support you in developing yourselves as a critical and reflective thinker, through discussing and presenting key ideas from literature. We will look at research linked to an area of interest that you identify for yourself, across a range of theoretical frames and perspectives to extend your thinking in relation to curriculum design, innovation and development in school mathematics including what and how we teach. You will learn to apply ideas from research within mathematics education and curriculum theory in order to design, innovate and develop part of a mathematics curriculum for yourself.
The unit will ultimately support your dissertation writing by supporting you to develop a literature review on an area you are interested in within mathematics education. This is a key skill when you come to writing your dissertation later on in the academic year
Aims:
After taking this unit, the student should demonstrate that they:
This unit will be taught using a blended approach consisting of a mixture of synchronous and asynchronous activities including seminars, lectures, reading and discussions. Participants design the curriculum for the unit in the first session. There is a common reading in curriculum theory each week but also, for the mathematics education focus, each participant is given a reading linking the focus for the week with their identified issue for which they complete a literature search. The sessions are a mixture of input in relation to curriculum theory and discussion of the readings where participants both present the arguments of their writer and aim to take a critical stance to the ideas presented by others in the group. Here the learning theory is distributed cognition. Each participant gives a presentation of either the literature review or the design process to develop their ideas through critical discussion with their peers. Tutorial time is given for discussion before the presentation and for a draft of the summative task for the assignment.
Formative assessment
* To write up the literature search for the chosen area. ILO 2
Summative assessment
* To present these two tasks (a literature review and the design of part of a curriculum) in one continuous piece of writing (equivalent to 4,000 words) including a theoretical frame from curriculum and learning theory. ILO 1-3
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM5303).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
