| Unit name | Teaching and Learning in Mathematics |
|---|---|
| Unit code | EDUCM5301 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Professor. Alf Coles |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit supports participants in reviewing current thinking and recent research relating to the teaching and learning of mathematics. What can we learn from past research and what issues are still unanswered? The focus is considering the impact of different learning theories on research in mathematics education and what the implications are for the practice of teaching mathematics.
Aims:
· To review current thinking and recent research relating to the teaching and learning of mathematics.
· To consider the impact of different learning theories on research in mathematics education.
· To consider the implications for teaching mathematics in schools.
How does this unit fit into the programme of study?
This unit addresses the following programme aims, in developing students’ knowledge and understanding of:
- Specific theories, ideas and practices, and the relationships between perspectives from different disciplines.· The importance of developing clear lines of argument that are underpinned by critical thinking, analysis, synthesis and evaluation.
· The role of reflective practice in the development of professional identity and expertise.
· Complex issues surrounding innovation and change and preparation for employment in changing and varied contexts.
· A range of practical and transferable skills.
In relation to meeting the challenge of the dissertation, this unit will support students to develop their knowledge of one or more perspectives on learning (from which perspective they will then be able to carry out their research). Through three formative assessment opportunities, there is considerable support around the move into Master’s level writing.
An overview of content
On this unit, you will learn about 8 different perspectives on teaching and learning mathematics, offering a historical overview of changing approaches within research in mathematics education. The focus will be on both the philosophical underpinnings of each perspective and also on implications for the classroom. You will choose one perspective as a focus for your writing and you will be supported to make links to your personal experience. You will have the opportunity to present your work to peers and to engage in peer feedback.
How will students, personally, be different as a result of the unit
On this unit, you will begin the process of developing your personal academic voice (both spoken and in writing), through tasks which involve linking your reading to your experiences of teaching and learning mathematics. There will be opportunities for discussion in each session and you will gain confidence expressing your own academic opinions and in critiquing the views of others (and your own).
Learning outcomes:
Upon successful completion of the unit students will be able to:
This unit is designed to act as an introduction to study methods at this level. The unit will be taught using a mixture of activities including seminars, readings and online discussions. Seminars will be divided between discussion of a particular learning theory, in response to some given pre-reading, and consideration of the practical implications of the theory for the learning of mathematics. Full-time students meet as a peer-support group each week as preparation before the formal session to focus issues arising from the reading. Part-time students discuss ideas with colleagues in school and contribute practical experiences from their classrooms to discussions.
Tutorial support is given for writing skills in response to the formative assessment tasks and in preparation for students to present their ideas for the summative assessment task to their colleagues for critical review.
Tasks which help you learn and prepare you for summative tasks (formative):
A portfolio consisting of three formative assessment tasks:
· To review own history of learning mathematics and influences on the teaching of mathematics.
· To review an article, chosen by the student, from the mathematics education journals.
· To consider other related research, which addresses similar issues from a different perspective, or in a different context, and consider implications for future teaching practice, or policy or research
Tasks which count towards your unit mark (summative):
One continuous piece of writing of 3,000 words developing from the three separate tasks, highlighting the links between previous practice, theoretical frames and considering questions for future research. (90%) ILOs 1-4
Contributions to 8 threads of the online discussion forum, demonstrating clear lines of argument in your engagement in the readings for that week and in others’ ideas and making links to your own experience. (10%) ILOs 1-4
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work. For the contribution to the discussion board, students will need to re-visit the Discussion Board and add replies, or further elaborate their own existing comments.
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. EDUCM5301).
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 University 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. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
