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Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

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Module Title
Module Code (ITS)
Faculty School
Module Co-ordinatorSemester 1: Siun Nic Mhuiri
Semester 2: Siun Nic Mhuiri
Autumn: Siun Nic Mhuiri
Module TeachersSiun Nic Mhuiri
NFQ level 8 Credit Rating
Pre-requisite Not Available
Co-requisite Not Available
Compatibles Not Available
Incompatibles Not Available
None
Students will engage with key course readings to explaining and critique key ideas and to identify implications for their professional practice.
Description

In this module, students will investigate theories of learning in mathematics. They will explore the meta-practices which have been identified as essential in promoting mathematical thinking and understanding (i.e., promotion of math talk, use of cognitively challenging tasks, mathematical modeling, formative assessment, and development of a productive disposition). Students will use appropriate frameworks to analyze records of practice (e.g., videos of lessons, samples of children's work) and will explore specific teaching practices (e.g., questioning) which contribute to supporting and developing children’s mathematical thinking. They will assess the curricular context and critique and evaluate a range of mathematics education resources (including digital resources) for their potential to support the development of mathematical thinking.

Learning Outcomes

1. Explain key theories of learning and determine associated implications for classroom practice.
2. Describe the meta practices that are essential for the promotion of mathematical thinking and justify their importance to children’s learning.
3. Analyse classroom practice using appropriate research frameworks.
4. Identify specific teacher actions which encourage or inhibit the development of students’ mathematical thinking.
5. Interpret the curricular context and compare the practices envisaged by the new Irish Primary Mathematics curriculum with personal experience of teaching and learning mathematics.
6. Evaluate and critique a range of mathematics education resources (including digital resources) and lesson plans for their potential to support the development of mathematical thinking



Workload Full-time hours per semester
Type Hours Description
Seminars24Interrogation of theory; Use of video examples to analyse records of classroom practice
Independent Study61Reading, Critique of resources, Preparation of content to be shared in seminars
Assignment Completion40Research and completion of assignment
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

Indicative Content
The topics presented below are listed in a linear fashion but it is envisaged that students will engage with these topics across a number of seminars and interrogate the connections between them. For example, they will be expected to describe the theories of learning that underpin the meta practices and they will use various research frameworks to analyse records of practice and the teacher actions associated with the meta practices. They will also investigate the curricular context and evaluate plans and resources for their potential to support the development of mathematical thinking and productive mathematical disposition(s). Reflecting on their own experiences as learners, they will draw connections between the types of teaching they experienced and the nature of their mathematical identity/disposition. Implications for professional practice will be foregrounded.

Assessment Breakdown
Continuous Assessment% Examination Weight%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentStudents compile a journal based on weekly workshops where they reflect on the content encountered, critique key readings and identify implications for their professional practice.100%n/a
Indicative Reading List

  • Mike Askew: 0, Transforming Primary Mathematics, Routledge, 9781138953598
  • John A. Van de Walle,Karen S. Karp,Jennifer M. Bay-Williams,Jonathan A. Wray: 0, Elementary and Middle School Mathematics, Pearson, 9780134802084
  • Margaret Schwan Smith,Mary Kay Stein: 0, 5 Practices for Orchestrating Productive Mathematics Discussions, NCTM, 0873536770
  • Marian Small: 2017, Teaching Mathematical Thinking, Teachers College Press, 0807758566
  • Jennifer M. Suh,Padmanabhan Seshaiyer: 2016, Modeling Mathematical Ideas, Rowman & Littlefield Publishers, 1475817592
Other Resources

0, NCCA Report, Dooley, T., Dunphy, E., & Shiel, G., 2014, Mathematics in early childhood and primary education: Teaching and learning (NCCA Report no. 18), http://ncca.ie/en/Publications/Reports/NCCA_Research_Report_18.pdf, 59748, NCCA Report, Dunphy, E., Dooley, T., & Shiel, G., 0, Mathematics in early childhood and primary education: Definitions, Theories, Development and Progression (NCCA Report no. 17)., https://www.ncca.ie/en/resources/ncca_research_report_17, 59749, Curriculum Documentation, NCCA, 2022, Draft Specification of Curriculum and Toolkit, https://ncca.ie/en/primary/primary-developments/stem-education/primarymathsconsultation/,

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