Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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None Students will resubmit the assignment. |
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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. | |||||||||||||||||||||||||||||||||||||||||
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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. | |||||||||||||||||||||||||||||||||||||||||
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
Introduction to mathematics Pedagogical Content Knowledge & Mathematical Knowledge for TeachingIntroduction 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 PracticeDevelopment of core values of teaching including care, collegiality, collaboration, relationship building and student-centred learning through engagement in professional learning communitiesThe Teacher/Facilitator as Curriculum Maker and Reflective PractitionerSynthesise 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 assessmentTheory and PracticeEngagement 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 MathematicsTeaching 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. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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| Date of Last Revision | 06-JAN-12 | ||||||||||||||||||||||||||||||||||||||||
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