Registry

Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

This module introduces students to some different general aspects of mathematics, including the nature and use of logic in mathematics, mathematical language, mathematical modelling and problem solving in mathematics.

Learning Outcomes

1. Apply logic in mathematical arguments
2. Demonstrate an appreciation of the importance and nature of proof in mathematics
3. Demonstrate insights on different views of the nature of mathematics
4. Develop proficiencies in problem solving and in the teaching of problem solving
5. Learn how to use mathematical language correctly
6. Develop an awareness of the concepts of growth and fixed mindsets and how these impact the learning of mathematics

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	10	Lectures on course material.
Tutorial	10	Workshops
Independent Study	95	Independent work on course material and exercises.
Online activity	10	Asynchronous activities
Total Workload: 125

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

Mathematics: history & philosophy
Introduction to philosophies of mathematics and their historical development, with a focus on the emergence of axiomatic approaches and mathematics as a problem solving activity

Mathematical logic, language and mathematical proof.
The role of definitions in mathematics; mathematical statements; the need for mathematical proof; mathematical logic; different types of proof: induction, working forwards-backwards, proof by contradiction, proof by contrapositive argument; nomenclature: conjectures, lemmas, propositions, theorems, corollaries etc; the philosophy of mathematical proof; the creation of new mathematics.

Mathematical problem solving.
Structured approaches to problem solving in mathematics: Mason's Rubric Writing. Approaches to teaching problem-solving in mathematics. Designing mathematical problems.

Mathematical Mindsets
Fixed and growth mindsets in mathematics.

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

J. Mason,L. Burton,K. Stacey: 2011, Thinking Mathematically, Pearson Higher Ed, 027372892X
Philip J. Davis and Reuben Hersh: 1981, The Mathematical Experience, Penguin,

Other Resources

43866, Website, 0, St Andrew's History of Mathematics Website, http://www-groups.dcs.st-andrews.ac.uk/~history/, 43867, Website, Pearson Education Online, 0, MyMathLab, http://global.mymathlabglobal.com/,

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