Module:

Latest Module Specifications

Current Academic Year 2025 - 2026

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Module Title
Module Code	(ITS: ED2031)
Faculty		School
NFQ level		Credit Rating

Description

This module will build on the theories of learning and teaching mathematics introduced in ED1022. There will be a focus on the conceptual understanding of the topics of Algebra, Data and Chance. Students will research and analyse key mathematical ideas of these topics and will explore appropriate teaching methodologies. They will critique schemes of work with an emphasis on how a child may experience these lessons. They will engage in collaborative group work to develop a progressional scheme on a topic in Algebra, Data or Chance and describe the characteristics of high-quality questions for the teaching of mathematics.

Learning Outcomes

1. Demonstrate conceptual understanding of key mathematical ideas in the topics of Algebra, Data and Chance.
2. Research and analyse key mathematical ideas in the topics of Algebra, Data and Chance and identify appropriate pedagogies for the teaching of these topics at primary level.
3. Appraise a range of lesson plans and progressional schemes from the perspective of pupil agency in the development of key mathematical ideas.
4. Select and sequence mathematical tasks to form a coherent unit of work to allow for the robust development of children’s thinking.
5. Describe the characteristics of high-quality questions for the teaching of mathematics.
6. Demonstrate an understanding of the process of carrying out a data investigation.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Workshop	22	Weekly 2-hour seminar (including in-class tasks)
Assignment Completion	20.5	Assessment: Group preparation of progressional scheme and individual response to theoretical questions.
Independent Study	20	Reading and evaluation of resources
Total Workload: 62.5

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	Students will collaboratively research, plan and resource a progressional scheme in Algebra, Data or Chance. They will provide an individual response to theoretical questions based on this progressional scheme.	85%	Sem 2 End
Participation	Students will complete a series of in-class weekly tasks.	15%	As required

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
Students will:

1. Develop their mathematical knowledge in the domain of Algebra, Data and Chance through problem-solving, with a focus on collaboration, reflection, discussion and extension activities and explore the application of these practices to the primary mathematics classroom;

2. Engage with theories of children’s learning of mathematics in general and with theories around children’s understanding of Algebra, Data and Chance in particular;

3. Explore how such theories inform teaching and how they relate to the principles of the curriculum;

4. Explore pedagogical approaches to teaching Algebra, Data and Chance with a focus on problem-based learning;

5. Identify and select a broad range of high-quality resources for teaching Algebra, Data and Chance, including digital resources with reference to the principles, skills and content objectives of the Primary Mathematics Curriculum;

6. Establish conceptual connections between Algebra, Data and Chance and other strands of the Primary Mathematics Curriculum;

7. Build upon the content of Module 1 by deepening and refining the planning of lessons with focused attention on the crafting of high-quality questions; and be introduced to short-term planning for the teaching of mathematics, and supported in developing progressional plans.

Indicative Reading List

Books:

Burns, M.: 1996, 50 problem-solving lessons: Grades 1-6, Math Solutions, Sausalito, CA,
Cotton, T.: 2010, Understanding and teaching primary mathematics., Longman/Pearson, Harlow, Essex,
Government of Ireland: 1999, Mathematics Primary School Curriculum, Stationary Office, Dublin, Ireland,
Haylock, D.: 2010, Mathematics explained for primary teachers, (4th ed.), Sage, London, UK,
Haylock, D.: 2011, Key concepts in teaching primary mathematics, Sage, Los Angeles, CA,
PDST: 0, Data and chance handbook for teachers: A guide to teaching and learning in Irish primary schools, PDST, Dublin, Ireland,
Suggate, J., Davis, A., & Goulding, M.: 2010, Mathematical knowledge for primary teachers, Routledge, London, UK,
Van de Walle, J. A., Bay-Williams, J.M., & Karp, K.S.: 2010, Elementary and middle school mathematics: teaching developmentally, Allyn and Bacon, London, UK,
Westwood, P.: 2011, Commonsense methods for children with special educational needs, Routledge, London, UK,

Articles:

Hourigan, M., Leavy, A., & Mahon, Á.: 2012, Children as data, Intouch, March 2012, 35814
2011: A random rambling rant, NRich, https://nrich.maths.org/7548,

Other Resources

Research Report: Dooley, T., Dunphy, E., & Shiel, G, 2014, Mathematics in early childhood and primary education: Teaching and learning (NCCA Report no. 18), Dublin, Ireland, NCCA, https://ncca.ie/media/2147/ncca_research_report_18.pdf
Research Report: Dunphy, E., Dooley, T., & Shiel, G., 2014, Mathematics in early childhood and primary education: Definitions, theories, development and progression (NCCA Report no. 17), Dublin, Ireland, NCCA, https://ncca.ie/media/1494/maths_in_ecp_education_theories_progression_researchreport_17.pdf