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Module Specifications

Archived Version 2023 - 2024

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

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 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 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 and Chance.
2. Research and analyse key mathematical ideas in the topics of Algebra 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.



Workload Full-time hours per semester
Type Hours Description
Workshop16Weekly 2-hour seminar (including in-class tasks)
Assignment Completion20.5Assessment: Group preparation of progressional scheme and individual response to theoretical questions.
Independent Study26Reading 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
Students will: 1. Develop their mathematical knowledge in the domain of Algebra 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 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 and Chance with a focus on problem-based learning; 5. Identify and select a broad range of high-quality resources for teaching Algebra 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 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.

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

  • NCCA: 2023, Primary Mathematics Curriculum Draft overview of the Primary Mathematics Toolkit, NCCA, Dublin,
  • 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,
  • Marian Small: 2012, Good Questions, Teachers College Press, 9780807753132
  • PDST: 0, Data and chance handbook for teachers: A guide to teaching and learning in Irish primary schools, PDST, Dublin, Ireland,
  • 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,
  • Haylock, D.: 2010, Mathematics explained for primary teachers, (4th ed.), Sage, London, UK,
Other Resources

59840, 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, 59841, 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,
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