Module: Perspectives on Mathematics

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Perspectives on Mathematics
Module Code	SG311 (ITS) / EDP1046 (Banner)
Faculty	DCU Institute of Education	School	STEM Ed, Innov, Global Studies
Module Co-ordinator	Paul Grimes
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None

Description

This module provides a multi-dimensional context for students to explore mathematics. Not only does it address the nature of the subject and whence mathematics emerged, it also surveys how connections can be made within the classroom setting (integrating with other subjects) and outside the school environment (noticing mathematics in the home and in the world about us). Students will explore how these connections can lead to inclusive classrooms for all pupils in their future practice, and how they can plan for rich mathematical learning experiences for their future pupils. The module burrows into the individual student’s ‘narrative’ of making sense of mathematics, making visible their mathematical identity. Informed by these perspectives, students are encouraged to adopt an outlook embracing individual, societal and disciplinary aspects in a coherent view of mathematics as a rich and rewarding human endeavour.

Learning Outcomes

1. Articulate different perspectives on the nature of mathematics (such as Platonist, instrumentalist and humanistic).
2. Outline some importance episodes in the historical development of mathematics, in particular those that provide insight in the setting of the primary classroom.
3. Make fruitful connections across the curriculum, integrating mathematics with other subjects on the primary curriculum using digital and non-digital approaches.
4. Investigate mathematics in the world outside the school appreciating the wealth of applications of the subject in real life.
5. Reflect on her/his own journey in relation to mathematics and deepen an awareness of how this personal narrative influences learning and teaching.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Seminars	24	No Description
Independent Study	61	Reading
Assignment Completion	40	Paired and individual elements
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
1. What is mathematics? 2. Mathematics in the past (history); 3. Mathematics in the school (integration); 4. Mathematics outside the school (recreational mathematics); 5. Mathematics and the self (mathematics identity); 6. Coming to know mathematics.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Individual assignment reflecting on the role that the history of mathematics can have in the teaching and learning of mathematics	25%	n/a
Project	Paired assignment: Project on integration of maths inside and outside the school	75%	n/a

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

Jacqueline Stedall: 2012, The History of Mathematics: A Very Short Introduction, Oxford University Press, 9780199599684
Timothy Gowers,Timothy (Rouse Ball Professor of Mathematics Gowers, Cambridge University): 2002, Mathematics: A Very Short Introduction, Oxford Paperbacks, 9780192853615
Sam Parc: 2014, 50 Visions of Mathematics, Oxford University Press, 9780198701811

Other Resources

0, Journal, Association of Teachers of Mathematics, 0, Mathematics Teaching, https://www.atm.org.uk/Mathematics-Teaching-Journal-Archive,