Module: Mathematics Education 3

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Mathematics Education 3
Module Code	ED3052 (ITS) / EDP1125 (Banner)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
Module Co-ordinator	Lorraine Harbison
Module Teachers	Miriam Ryan, Paul Grimes
NFQ level	8	Credit Rating	2.5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
The repeat assignment will be refer to a particular Number topic to be addressed both from the perspective of the mathematics and developing number sense as well as ONE other predefined element of Cognitive Demand, or, Equitable Access to Content, or, Agency, Ownership & Identity, or, Formative Assessment.

Description

Building on their learning and professional development in ED1022, ED2031, student teachers are provided with opportunities to further develop pedagogical content knowledge (PCK), and the skills necessary to research and analyse teaching and learning Mathematics with particular reference to the strand of Number. Students will bring a critical approach to readings, discussions, learning activities and teaching strategies. Key considerations in designing and teaching quality lessons in the content area of Number are explored from perspectives of important mathematical ideas and children’s entitlements and roles in accessing them. Students engage with research-informed theoretical frameworks in relation to mathematics teaching and learning, and select and critique mathematical tasks on the basis of these frameworks. The analysis of lessons in primary schools forms a key part of the module. Students interrogate teaching and learning experiences to explore the links between planning, teaching, and learning outcomes. Approaches that emphasise pupil agency are foregrounded while problem-based learning, inclusion, pupil participation, curriculum linkage, and assessment for learning are addressed.

Learning Outcomes

1. Discuss and critique key theories of learning in and approaches to the teaching of Number from a sense-making perspective
2. Critically evaluate pedagogies in the teaching and learning of Number, and analyse teaching and learning in a range of lessons and lesson excerpts in Number in primary schools
3. Identify and defend the selection of important mathematical ideas that underpin mathematical concepts, classroom tasks and activities, and rich content suitable for all learners in Number lessons
4. Critique and refine own previously taught lessons, using research-informed frameworks
5. Explore and evaluate multi-modal resources and creative representations in the teaching of Number
6. Develop appropriate and effective learning progression pathways that assist in identifying, analysing and accommodating multiple levels of thinking within the classroom in the area of Number

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Workshop	22	11 x 2-hour workshops
Assessment Feedback	2	Reading Week assignment feedback
Independent Study	22	Reading, online engagement, lesson analysis and sourcing and evaluation of resources
Assignment Completion	16.5	CA Assignments
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
Please note that this indicative content is mediated through engagement in mathematics seminars and attendance is recorded. 1. Development of mathematical knowledge in the domain of Number 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; 2. Engagement with theories of and pedagogical approaches for children’s understanding of number; 3. Establishment of conceptual connections between Number and other strands of the Primary School Mathematics Curriculum; 4. Analysis of video case-studies of primary mathematics teaching; 5. Identification of contextual affordances and constraints, in mathematics teaching and learning (e.g., equity, textbooks, learner diversity); 6. Use of appropriate analytical frameworks (e.g. TRU Framework) as a resource for enhancing understanding and planning for mathematics teaching and learning.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Reading Week task in which students are required to research a Number topic, pose an initial problem, develop a series of tasks, and analyse and critique the mathematics involved with reference to the Teaching for Robust Understanding Framework.	10%	Week 6
Assignment	Written assignment in which students have a choice of addressing the assigned topic or considering a Number topic from a senior primary class (3rd-6th) taught whilst on school placement. Students research and present an initial problem, develop an appropriate sequence of tasks, and offer a substantive analysis with particular reference to the Teaching for Robust Understanding Framework and course resources and readings.	90%	Week 12

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

Tony Cotton: 2016, Understanding and Teaching Primary Mathematics, 3rd, Routledge, 1138906409
John A. Van de Walle,Karen S. Karp,Jennifer M. Bay-Williams: 2019, Elementary and Middle School Mathematics: Teaching Developmentally, 1292331445
Western Australian Minister for Education: 2013, First Steps in Mathematics: Number Number Sense: Whole and Decimal Numbers, and Fractions, 132018853
Department of Education WA: 2013, First steps in Mathematics: Number - Book 2 Understand operations; Calculate; Reason about number patterns, 9780730744

Other Resources

53078, Website, Schoenfeld, A.H., 0, TRU Mathematics Conversation Guide. Mathematics assessment project. Teaching for robust understanding., https://www.map.mathshell.org/trumath/tru_cg_math_2016_final.pdf, 53079, Website, 0, NRICH - Maths, https://nrich.maths.org/, 53080, Website, 0, NZ Maths, https://nzmaths.co.nz/, 53081, Website, 0, Maths4All, https://maths4all.ie/,