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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Teaching & Learning in Mathematics Education
Module Code ES563
School 76
Module Co-ordinatorSemester 1: Paul Grimes
Semester 2: Paul Grimes
Autumn: Paul Grimes
Module TeachersIrene White
Majella McSharry
Paul Grimes
NFQ level 9 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Students will resubmit the assignment.

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.

Workload Full-time hours per semester
Type Hours Description
Workshop24Workshops where students engage with core module content, participate in and reflect on modelled teaching episodes
Online activity10Synchronous and asynchronous lectures discussing and engaging with core module learning
Group work15Collaborative lesson and task design and subject based collegial activities
Independent Study50Individual lesson and task design, resource preparation, reflection and evaluation of teaching, reading
Assignment Completion26Designing 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 Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
PortfolioThe 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;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
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,
Programme or List of Programmes
PMEProfessional Master of Education
SMPESingle Module Programme Education
Date of Last Revision06-JAN-12

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