Module: Teaching & Learning in Mathematics Education

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Teaching & Learning in Mathematics Education
Module Code	ES563 (ITS) / EDS1062 (Banner)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
Module Co-ordinator	Paul Grimes
Module Teachers	Irene White, Majella Mcsharry
NFQ level	9	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None
Students will resubmit the assignment.

Description

This module will introduce student teachers to Mathematics as an area of learning in post-primary education in Ireland. Participating in this module will develop knowledge and understanding of how classroom practice meets curricular framework requirements for Junior and Senior Cycle Mathematics. The module aims to develop student teachers' mathematics pedagogical content knowledge/mathematical knowledge for teaching, and their personal and professional identities as educators. Student teachers will be supported in becoming responsive and reflective practitioners, through individual and collaborative engagement. The module will explore how practice is underpinned by theory in the context of professional learning. Student teachers will examine the role of inclusive practice and care in the creation of equitable and sustainable learning experiences for all students. Engaging in this module will advance student teachers' communicative, digital and interpersonal skills and enable them to establish effective and creative learning environments.

Learning Outcomes

1. Critically engage with the Junior and Senior Cycle curricular guidelines for Mathematics, with particular reference to curricular reform.
2. Reflect on their emerging professional identity as subject experts and autonomous practitioners and on their capacity to foster professional relationships with students, parents, colleagues and members of the wider school community and teaching profession.
3. Critically evaluate and reflect on the theoretical underpinnings of a range of methods and resources to support and encourage students to take ownership of their learning through individual and collaborative engagement.
4. Devise and develop differentiated and inclusive teaching, learning and assessment strategies that enable all students to progress in accordance with their potential.
5. Appreciate how inclusive, equitable and responsive practices and content positively impact student wellbeing, social justice and sustainable development.
6. Design learning experiences that support the development of a creative mindset.
7. Explore the role of digital technologies in supporting teaching, learning and assessment for all students.
8. Demonstrate a capacity to promote numeracy and literacy in relation to subject discipline.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Workshop	24	Workshops where students engage with core module content, participate in and reflect on modelled teaching episodes
Online activity	10	Synchronous and asynchronous lectures discussing and engaging with core module learning
Group work	15	Collaborative lesson and task design and subject based collegial activities
Independent Study	50	Individual lesson and task design, resource preparation, reflection and evaluation of teaching, reading
Assignment Completion	26	Designing subject specific learning experiences, including the alignment of theory and practice.
Total Workload: 125

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

Introduction to mathematics Pedagogical Content Knowledge & Mathematical Knowledge for Teaching
Introduction to subject specific inclusive pedagogical practices through modelled workshops and demonstrations. Explore, develop and reflect on teaching, learning and assessment practices in workshops and online lectures.

Core Values of Teaching and Professional Practice
Development of core values of teaching including care, collegiality, collaboration, relationship building and student-centred learning through engagement in professional learning communities.

The Teacher/Facilitator as Curriculum Maker and Reflective Practitioner
Synthesise key curricular and pedagogical concepts through Junior and Senior Cycle lesson design, implementation and reflection to construct a professional vision of quality teaching, learning and assessment.

Theory and Practice
Engagement with relevant learning artefacts (e.g. curricular resources, digital and sensory stimuli, academic literature, policy documents etc.) to understand the relationship between theory and practice.

Methodologies for Teaching Mathematics
Teaching for Robust Understanding: Task design for inclusive and equitable classrooms in mathematics, including considerations for mathematical concept development, cognitive demand of tasks, student agency and equitable access to mathematical content; Classroom tasks and activities to support students in developing increasingly sophisticated and refined mathematical understanding, fluency, reasoning, computational thinking and problem solving; Mathematical talk for whole class, small group and student teacher interactions, including sense making and argumentation discourse in mathematics; Digital technologies for mathematics, including digital manipulatives, simulations and dynamic geometric software; Participative learning methods including group work, pair work, and game-based learning activities.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Portfolio	The design of teaching, learning and assessment experiences with research informed rationale and self-critical learning opportunities based on individual and collaborative reflection.	100%	Week 26

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

John Mason,Sue Johnston-Wilder: 2004, Fundamental Constructs in Mathematics Education, Psychology Press, 9780415326988
John A. Van de Walle, LouAnn H. Lovin: 2006, Teaching student-centered mathematics, Pearson Allyn & Bacon, Boston, 0205417973
Anne Watson,Keith Jones,Dave Pratt: 2013, Key Ideas in Teaching Mathematics, Oxford University Press, 9780199665518
Zalman Usiskin... [et al.]: 2003, Mathematics for high school teachers, Pearson Education, Upper Saddle River, N.J., 0130449415
Marian Small: 2017, Good Questions, Teachers College Press, 9780807758540
Ed Southall: 2021, Yes, But Why? Teaching for Understanding in Mathematics, Corwin Limited, 9781526492500

Other Resources

60821, Website, 0, Project Maths, http://www.projectmaths.ie/, 60822, Website, Pearson Math Lab, 2013, Pearson Math Lab, http://global.mymathlabglobal.com,