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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

This module provides student teachers with opportunities to develop their mathematical subject and pedagogical content knowledge with particular reference to the strands of Measures, Algebra and Data. A strong emphasis is placed on social-constructivist perspectives and problem-based approaches to teaching and learning. Students are scaffolded in applying evidence-based theory to the preparation of a research-informed collaborative lesson plan in Algebra or Measures through engagement with critical readings, learning activities, and discussions, whilst drawing from in-depth consideration of quality lesson design that reflects important mathematical ideas, aims of the Primary Mathematics Curriculum, and addresses learner diversity. Furthermore, students are afforded autonomy in researching a topic of their choice, sourcing secondary data from recommended sources, analyzing and synthesising the data, and ultimately interpreting and presenting their findings in a logical and reasoned manner.

Learning Outcomes

1. Identify and form critical judgements about a range of issues relevant to the teaching of mathematics
2. Discuss and critique key theories and modes of learning in mathematics
3. Examine and interpret mathematics curriculum documents with a view to creative enactment in the classroom
4. Apply a range of methodologies in the teaching of Algebra, Measures and Data with a particular emphasis on dialogic, inquiry-based processes
5. 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 Algebra, Measures and Data lessons
6. Develop lesson plans for the strands of Algebra and Measures that are inclusive for all learners and informed by their engagement with and analysis of mathematical tasks and reading materials
7. Adopt a critical orientation to Data, as part of their numeracy skills, by conducting, reviewing and critiquing statistical investigations using digital tools if as appropriate



Workload Full-time hours per semester
Type Hours Description
Workshop24Group (c.30 students) workshops featuring collaborative teaching and learning activities, short lecture inputs and discussion.
Independent Study20Preparation of lesson plan that reflects the Key Mathematical Ideas and learning outcomes of the lesson topic. Discussion and critique of readings related to STEM education.
Assignment Completion18.5Collaborative preparation of lesson plan. Individual write-up on data-handling process
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. 1. Introduction to the Primary Mathematics Curriculum, theories of learning mathematics, and current approaches to teaching of mathematics, e.g., problem- and inquiry-based learning, mathematical inquiry; 2. Development of mathematical knowledge for teaching in the domains of Algebra, Measures and Data 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; 3. Engagement with theories of and pedagogical approaches for children’s understanding of Algebra, Measures and Data; 4. Sourcing and designing teaching tasks in the domain of Algebra, Measures and Data with a focus on relevant key mathematical ideas; 5. Building critical numeracy skills through engagement with the data handling process.

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

  • Cotton, T.: 2020, Understanding and teaching primary mathematics., 4, Taylor & Francis Group,
  • DEREK. MANNING HAYLOCK (RALPH.): 2018, MATHEMATICS EXPLAINED FOR PRIMARY TEACHERS., 6, 9781526455840
  • NCCA: 2022, Draft Primary Mathematics Curriculum Specification, https://ncca.ie/en/primary/primary-developments/primarymathsconsultation/,
Other Resources

53266, Evidence-based Teaching Manuals, 0, https://www.pdst.ie/Manuals, 53267, Evidence-based Teaching Manuals, 0, https://myresources.education.wa.edu.au/programs/first-steps-mathematics, 53258, Website, 0, https://nzmaths.co.nz/, 53259, Website, 0, https://maths4all.ie/, 53260, Website, 0, https://nrich.maths.org/,
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