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Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code
School

Online Module Resources

NFQ level 9 Credit Rating 2.5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Description

Building on their learning and professional development in PMEP1, student teachers are provided with opportunities to further develop pedagogical content knowledge and the skills necessary to research and analyse teaching and learning mathematics across all strands of the curriculum. Students will reflect upon and expand their own conceptual understanding of mathematics. They will research and analyse key mathematical ideas of various topics and will explore appropriate teaching methodologies. They will appraise lesson plans and units 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 which must draw on evidence-based theory regarding the teaching and learning of mathematics, and reflect the content and principles of the Irish Primary School Mathematics Curriculum. Approaches that emphasise pupil agency and problem-based learning are foregrounded throughout the module.

Learning Outcomes

1. Interrogate important concepts and principles underlying the teaching of mathematics
2. Appraise mathematics lessons and progressional schemes in terms of the development of children’s thinking.
3. Consolidate skills in planning dialogic, problem-based mathematics lessons.
4. Apply findings from research to prepare evidence-based short-term plans for teaching mathematics through child-centred and progressive approaches.
5. Explicate and defend planning, learning, resourcing and teaching decisions with reference to research findings in the field.



Workload Full-time hours per semester
Type Hours Description
Workshop20Group workshops featuring collaborative teaching and learning activities, short lecture inputs and discussion
Independent Study17.5Engaging with recommended readings and independent activities
Assignment Completion25Collaborative scheme planning and individual rationale.
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

Mathematical Content Knowledge
Students will deepen and expand their mathematical knowledge 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;

Theoretical underpinning
Students will interrogate theories around the teaching and learning of mathematics with particular reference to the five metapractices identified in the Research Reports underpinning the new mathematics curriculum.

Pedagogical Content Knowledge
Students will identify domain-specific pedagogical approaches across all five strands of the Primary School Mathematics Curriculum (PSMC) through a combination of in-class problem-solving approaches and modelling, analysis of video-case studies, and interrogation of relevant literature.

Professional Planning Competency
Students will build upon the content of Module 1 by deepening and refining the planning of lessons; and apply cutting edge research to develop short term planning that maximises opportunities for the development of children’s mathematical thinking

Implications for Practice
Students will research, analyse, critique and select a broad range of high-quality resources for teaching mathematics, with reference to the principles, skills and content objectives of the Primary Mathematics Curriculum. They will consider how planned activities can be enacted effectively.

Assessment Breakdown
Continuous Assessment% Examination Weight%
Course Work Breakdown
TypeDescription% of totalAssessment Date
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

  • John A. Van de Walle,Karen S. Karp,Jennifer M. Bay-Williams,Jonathan A. Wray,Elizabeth Todd Brown: 2019, Elementary and Middle School Mathematics, 9th, Pearson, Upper Saddle RIver, 129233150X
  • Andrew Davis,Maria Goulding,Jennifer Suggate: 2017, Mathematical Knowledge for Primary Teachers, Routledge, 9781317219002
  • Alice Hansen: 2011, Children's Errors in Mathematics, Learning Matters, 9781844456123
  • Mike Askew: 0, Transforming Primary Mathematics, 0415607027
Other Resources

52832, Website, 0, www.nrich.maths.org, 52833, Website, 0, https://maths4all.ie/,
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