Registry

Module Specifications

Archived Version 2021 - 2022

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	2.5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

Student teachers are invited to reflect on their experiences of learning in mathematics, with a view to teaching this subject in primary schools. They participate in practices and discussions to broaden and deepen their content knowledge in the subject with a particular focus on the strands of Measures and Data. A strong emphasis is placed on social constructivist approaches to teaching and learning. Students are provided with opportunities to engage in problem- and inquiry-based learning as a vehicle to explore and investigate, mathematical ideas. They also reflect on pertinent literature, collaborate on pedagogies, and begin to plan for children’s learning of mathematics in the domain of Measures and Data.

Learning Outcomes

1. Reflect upon and discuss personal experiences of learning mathematics.
2. Explore ideas and theories of learning related to mathematics.
3. Identify and draw from a range of teaching methodologies in mathematics.
4. Source and evaluate high-quality tasks and appropriate resources for teaching Measures and Data.
5. Navigate and interpret mathematics curriculum documents.
6. Develop a mathematics lesson plan.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Workshop	24	2-hour workshop for mathematics education
Assessment Feedback	20	Assignment
Independent Study	18.5	Reading and evaluation of resources
Total Workload: 62.5

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. ● Reflection on own experiences of learning mathematics with particular reference to the teaching of Measures and Data; ● Consideration of nature of mathematics, ● Introduction to theories of learning mathematics; ● Current approaches to teaching of mathematics, e.g., problem- and inquiry-based learning, mathematical inquiry; ● Introduction to principles, skills and content objectives of Primary Mathematics Curriculum; ● Development of mathematical knowledge in the domain of Measures 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; ● Development of teaching tasks in the domain of Measures and Data with a focus on relevant key mathematical ideas; ● Enacting pedagogy – preparation of lesson by small groups (incorporating feedback from course lecturer); teaching of lesson to other groups; refinement of lesson based on feedback from peers.

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
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
Unavailable

Indicative Reading List

Cotton, T: 2010, Understanding and teaching primary mathematics, Longman/Pearson, Harlow, Essex.,
Government of Ireland: 1999, Mathematics Primary School Curriculum, Stationery Office, Dublin, Ireland.,
Government of Ireland: 1999, Mathematics Teacher Guidelines, Stationery 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.,

Other Resources

None

Programme or List of Programmes

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