Module: Teaching and Learning Mathematics

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Teaching and Learning Mathematics
Module Code	EDP1040 (ITS: SG223)
Faculty	STEM Ed, Innov, Global Studies	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

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

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Seminars	24	Interrogation of theory; Use of video examples to analyse records of classroom practice
Independent Study	61	Reading, Critique of resources, Preparation of content to be shared in seminars
Assignment Completion	40	Research and completion of assignment
Total Workload: 125

Section Breakdown
CRN	10390	Part of Term	Semester 1
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Siun Nic Mhuiri	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	Students 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

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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.

Indicative Reading List

Books:

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, 145, 0807758566
Jennifer M. Suh,Padmanabhan Seshaiyer: 2016, Modeling Mathematical Ideas, Rowman & Littlefield Publishers, 0, 1475817592

Articles:

Wagganer, E. L.: 2015, Creating math talk communities., Teaching children mathematics, 22 (4), 248, 518255
2004: Describing levels and components of a math-talk learning community., Journal for research in mathematics education, 35(2), 81,

Other Resources

1: NCCA Report, Dooley, T., Dunphy, E., & Shiel, G., 2014, Mathematics in early childhood and primary education: Teaching and learning (NCCA Report no. 18),
415364: 1, NCCA Report, Dunphy, E., Dooley, T., & Shiel, G., 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: 415365, 1, Curriculum Documentation, NCCA, 2022, Draft Specification of Curriculum and Toolkit
https://ncca.ie/en/primary/primary-developments/stem-education/primarymathsconsultation/: