Module: Perspectives on Mathematics

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Perspectives on Mathematics
Module Code	EDP1046 (ITS: SG311)
Faculty	STEM Ed, Innov, Global Studies	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

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

Section Breakdown
CRN	20272	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Paul Grimes	Module Teacher

Type	Description	% of total	Assessment Date
Assessment 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; 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

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Indicative Reading List

Books:

Jacqueline Stedall: 2012, The History of Mathematics: A Very Short Introduction, Oxford University Press, 123, 9780199599684
Timothy Gowers,Timothy (Rouse Ball Professor of Mathematics Gowers, Cambridge University): 2002, Mathematics: A Very Short Introduction, Oxford Paperbacks, 143, 9780192853615
Sam Parc: 2014, 50 Visions of Mathematics, Oxford University Press, 198, 9780198701811

Articles:
None

Other Resources

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