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Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code

Online Module Resources

NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

This module will provide students with a detailed knowledge and understanding of the learning outcomes of the Senior Cycle Mathematics curricula. The module will be interactive and discursive and will engage students in designing and developing pedagogies to address those learning outcomes.

Learning Outcomes

1. Describe and discuss the learning outcomes and associated content of the Leaving Certificate mathematics syllabus and the rationale underpinning the curriculum
2. Design rich teaching, learning and assessment activities that meet the learning outcomes of the Leaving Certificate Mathematics syllabus, including the teaching and assessment of numeracy,
3. Design activities which provide for the learning needs of all pupils
4. Incorporate appropriate technologies in mathematics teaching and learning activities
5. Evaluate and interpret student work in terms of evidence for attainment of specified learning outcomes and identification of misconceptions
6. Reflect on their own experience of mathematics and mathematics learning and discuss their own mathematical philosophy as pre-service mathematics teachers.

Workload Full-time hours per semester
Type Hours Description
Workshop24Interactive workshops
Directed learning30Design and preparation of teaching, learning and assessment of teaching and learning materials; responses to assignments
Independent Study71No Description
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

Study the purposes and principles of mathematics education; exploration of the development mathematics teaching in Irish Post Primary schools at Leaving Certificate

Analysis of current Leaving Certificate mathematics syllabus

Examination, development and implementation of appropriate methodological approaches

Identification and development of the appropriate knowledge and skills necessary to assess student progress in mathematics

Teachers as reflective practitioners; developing an identity as a Mathematics teacher

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
Indicative Reading List

  • Department of Education and Skills: 0, Leaving Certificate Mathematics Syllabus,
  • Haggarty, L: 2002, Aspects of Teaching Secondary Mathematics: Perspectives on Practice, Routledge,
  • McGrane, C. & McCourt, M.: 0, Mathematical Tasks: The bridge between teaching and learning, John Catt Educational Ltd.,
  • Watson, A. & Mason, J.: 1998, Questions and Prompts for Mathematical Thinking, ATM,
  • Small, M: 2017, Teaching Mathematical Thinking : Tasks and Questions to Strengthen Practices and Processes, ebook,
Other Resources

Programme or List of Programmes