Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Coursework Only Assignment. |
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Description The aim of this module is to introduce student teachers to, and support student teachers’ understanding of, the practices of teaching, learning and assessment in mathematics at primary school. The module primarily adopts a structured workshop approach, underpinned by the social-constructivist perspective to teaching and learning in mathematics. The student teachers are invited to develop their mathematics teacher identity by reflecting on their experiences of learning in mathematics, discussing the mathematics teaching practices that they experienced in school, exploring the primary school mathematics curriculum and engaging with research-informed mathematics teaching practices. The student teachers collaboratively engage with problem- and inquiry-based learning activities to develop their content knowledge and pedagogical content knowledge in the strands of Measures and Data. Whilst exploring concrete manipulatives and digital technologies pertaining to the strands of Measures and Data, the student teachers are afforded opportunities to enhance their own numeracy skills and consider how the teaching and assessing of numeracy at primary school can be facilitated by these strands. The student teachers are encouraged to reflect on their learnings from the module to inform their planning for all children’s learning of mathematics in the strands of Data and Measures. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Reflect upon, discuss, and appraise their personal experiences of learning mathematics and their perceptions of mathematics teaching. 2. Explore ideas, theories, and a range of methodologies related to mathematics teaching and learning. 3. Examine and interpret mathematics curriculum documents with a view to creative enactment in the classroom. 4. Consider the development of numeracy skills through investigating and working with different units and attributes of measurement. 5. Adopt a critical orientation to data, as part of their numeracy skills, while conducting, reviewing and critiquing statistical investigations. 6. Develop lesson plans for the strands of Measures and Data that are inclusive for all children and informed by their engagement with and analysis of mathematical tasks and reading materials. | |||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Indicative ContentPlease note that this indicative content is mediated through engagement in mathematics seminars and attendance is recorded. ● Reflection on own experiences of learning mathematics with particular reference to the teaching of Measures and Data; ● Consideration of nature of mathematics, ● Introduction to theories of learning mathematics; ● Current approaches to teaching of mathematics, e.g., problem- and inquiry-based learning, mathematical inquiry; ● Introduction to principles, skills and content objectives of Primary Mathematics Curriculum; ● Development of mathematical knowledge in the domain of Measures through problem-solving, with a focus on collaboration, reflection, discussion and extension activities and exploring the application of these practices to the primary mathematics classroom; ● Development of teaching tasks in the domain of Measures and Data with a focus on relevant key mathematical ideas; ● Enacting pedagogy – preparation of lesson by small groups (incorporating feedback from course lecturer); teaching of lesson to other groups; refinement of lesson based on feedback from peers. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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