Latest Module Specifications
Current Academic Year 2025 - 2026
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Description Building on their learning and professional development in EDP1159, EDP1158, student teachers are provided with opportunities to further develop pedagogical content knowledge (PCK), and the skills necessary to research and analyse teaching and learning Mathematics with particular reference to the strand of Number. Students will bring a critical approach to readings, discussions, learning activities and teaching strategies. Key considerations in designing and teaching quality lessons in the content area of Number are explored from perspectives of important mathematical ideas and children’s entitlements and roles in accessing them. Students engage with research-informed theoretical frameworks in relation to mathematics teaching and learning, and select and critique mathematical tasks on the basis of these frameworks. The analysis of lessons in primary schools forms a key part of the module. Students interrogate teaching and learning experiences to explore the links between planning, teaching, and learning outcomes. Approaches that emphasise pupil agency are foregrounded while problem-based learning, inclusion, pupil participation, curriculum linkage, and assessment for learning are addressed. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Discuss and critique key theories of learning in and approaches to the teaching of Number from a sense-making perspective 2. Critically evaluate pedagogies in the teaching and learning of Number, and analyse teaching and learning in a range of lessons and lesson excerpts in Number in primary schools 3. Identify and defend the selection of important mathematical ideas that underpin mathematical concepts, classroom tasks and activities, and rich content suitable for all learners in Number lessons 4. Critique and refine own previously taught lessons, using research-informed frameworks 5. Explore and evaluate multi-modal resources and creative representations in the teaching of Number 6. Develop appropriate and effective learning progression pathways that assist in identifying, analysing and accommodating multiple levels of thinking within the classroom in the area of Number | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
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 Please note that this indicative content is mediated through engagement in mathematics seminars and attendance is recorded. 1. Development of mathematical knowledge in the domain of Number through problem solving, with a focus on collaboration, reflection, discussion and extension activities and exploring the application of these practices to the primary mathematics classroom; 2. Engagement with theories of and pedagogical approaches for children’s understanding of number; 3. Establishment of conceptual connections between Number and other strands of the Primary School Mathematics Curriculum; 4. Analysis of video case-studies of primary mathematics teaching; 5. Identification of contextual affordances and constraints, in mathematics teaching and learning (e.g., equity, textbooks, learner diversity); 6. Use of appropriate analytical frameworks (e.g. TRU Framework) as a resource for enhancing understanding and planning for mathematics teaching and learning. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Indicative Reading List Books:
Articles:
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Other Resources
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||