Module: Mathematics Education

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Mathematics Education
Module Code	ED2031 (ITS) / EDP1071 (Banner)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
Module Co-ordinator	Aisling Twohill
Module Teachers	Mary Kingston
NFQ level	8	Credit Rating	2.5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
Repeat assignment involves analysing a lesson, and drawing on research to sculpt focused tasks for teaching and learning.

Description

This module will build on the theories of learning and teaching mathematics introduced in ED1022. There will be a focus on the conceptual understanding of the topics of Algebra and Chance. Students will research and analyse key mathematical ideas of these topics and will explore appropriate teaching methodologies. They will critique schemes of work with an emphasis on how a child may experience these lessons. They will engage in collaborative group work to develop a progressional scheme on a topic in Algebra or Chance and describe the characteristics of high-quality questions for the teaching of mathematics.

Learning Outcomes

1. Demonstrate conceptual understanding of key mathematical ideas in the topics of Algebra and Chance.
2. Research and analyse key mathematical ideas in the topics of Algebra and Chance and identify appropriate pedagogies for the teaching of these topics at primary level.
3. Appraise a range of lesson plans and progressional schemes from the perspective of pupil agency in the development of key mathematical ideas.
4. Select and sequence mathematical tasks to form a coherent unit of work to allow for the robust development of children’s thinking.
5. Describe the characteristics of high-quality questions for the teaching of mathematics.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Workshop	16	Weekly 2-hour seminar (including in-class tasks)
Assignment Completion	20.5	Assessment: Group preparation of progressional scheme and individual response to theoretical questions.
Independent Study	26	Reading and evaluation of resources
Total Workload: 62.5

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

Indicative Content and Learning Activities

Indicative Content
Students will: 1. Develop their mathematical knowledge in the domain of Algebra and Chance through problem-solving, with a focus on collaboration, reflection, discussion and extension activities and explore the application of these practices to the primary mathematics classroom; 2. Engage with theories of children’s learning of mathematics in general and with theories around children’s understanding of Algebra and Chance in particular; 3. Explore how such theories inform teaching and how they relate to the principles of the curriculum; 4. Explore pedagogical approaches to teaching Algebra and Chance with a focus on problem-based learning; 5. Identify and select a broad range of high-quality resources for teaching Algebra and Chance, including digital resources with reference to the principles, skills and content objectives of the Primary Mathematics Curriculum; 6. Establish conceptual connections between Algebra and Chance and other strands of the Primary Mathematics Curriculum; 7. Build upon the content of Module 1 by deepening and refining the planning of lessons with focused attention on the crafting of high-quality questions; and be introduced to short-term planning for the teaching of mathematics, and supported in developing progressional plans.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
In Class Test	During seminars, students will complete assigned tasks, and submit their responses through Loop.	60%	n/a
Assignment	Students will collaboratively research and draft a progressional scheme in an allocated topic within the domains of Algebra or Chance. They will critique this scheme under key themes of the module.	40%	Sem 2 End

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

NCCA: 2023, Primary Mathematics Curriculum Draft overview of the Primary Mathematics Toolkit, NCCA, Dublin,
Van de Walle, J. A., Bay-Williams, J.M., & Karp, K.S.: 2010, Elementary and middle school mathematics: teaching developmentally, Allyn and Bacon, London, UK,
Marian Small: 2012, Good Questions, Teachers College Press, 9780807753132
PDST: 0, Data and chance handbook for teachers: A guide to teaching and learning in Irish primary schools, PDST, Dublin, Ireland,
Burns, M.: 1996, 50 problem-solving lessons: Grades 1-6, Math Solutions, Sausalito, CA,
Cotton, T.: 2010, Understanding and teaching primary mathematics., Longman/Pearson, Harlow, Essex,
Haylock, D.: 2010, Mathematics explained for primary teachers, (4th ed.), Sage, London, UK,

Other Resources

59840, Research Report, Dooley, T., Dunphy, E., & Shiel, G, 2014, Mathematics in early childhood and primary education: Teaching and learning (NCCA Report no. 18), Dublin, Ireland, NCCA, https://ncca.ie/media/2147/ncca_research_report_18.pdf, 59841, Research Report, Dunphy, E., Dooley, T., & Shiel, G., 2014, Mathematics in early childhood and primary education: Definitions, theories, development and progression (NCCA Report no. 17), Dublin, Ireland, NCCA, https://ncca.ie/media/1494/maths_in_ecp_education_theories_progression_researchreport_17.pdf,