20 credits at level HE7
The module is aimed at educationalists with an interest in gaining an up-to-date overview of issues in adult numeracy. It focuses on key theoretical issues that impact on adult numeracy provision. It is assumed that course members undertaking this module will be working in the area of basic skills/numeracy and wish to develop their critical thinking skills in current educational approaches to numeracy and mathematics education.
The module aims to enhance course members’ existing knowledge of the field of numeracy and mathematics education by critical analysis of government policy in this area. Course members will reflect on their experiences and observations as basic skills practitioners and will research, critique and analyse UK and international policy in numeracy and mathematics education. Course members will develop their knowledge of the historical development of numeracy provision and the impact policy decisions have on standards and achievement. Cultural origins will be debated and analysed in order to establish what impact these have on achievement and enjoyment of the subject.
The following areas of content will be covered:
political issues in numeracy, the history of adult numeracy provision and mathematical curriculum delivery, approaches to numeracy, numeracy in an international context, examination of current government policy approaches /initiatives to improving adult numeracy skills and ethnomathematics.
Learning, Teaching and Assessment
The module will be taught using a variety of methods such as lectures, case studies, course member contributions, group work and seminar presentations. Course members will be expected to use their experiences in basic skills/ numeracy to inform debate.
The module will be assessed by the submission of a written assignment of 4,500-5,000 words. Course members will:
1. Choose a contemporary issue in numeracy education of professional relevance.
2. Identify an appropriate research question (or questions) and plan ways to investigate the key issues
3. Negotiate and agree the title of your assignment, the research question(s) and plan the action before proceeding.
4. Review the literature in the agreed area demonstrating evidence of breadth and depth of reading.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Demonstrate an in-depth understanding of the historical development of numeracy and mathematical education.||
Critically discuss the historical development of numeracy and mathematical education.
|2.||Have analysed the impact of a variety of numeracy and mathematical curriculum approaches||Apply theoretical approaches to your own working environment and credibly relate theory to successful practice.|
|3.||Have researched numeracy in an international context, analysing numeracy statistics and international schemes.||Critically review research in the field ensuring coverage of literature from various countries|
|4.||Have critically discussed policy and approaches to curriculum delivery.||Evaluate the impact of current policies on learning and discuss and analyse approaches to numeracy and mathematics education, reflecting on their impact on delivery and achievement.|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Assignment of 4,500-5,000 words|
Before taking this module you must have successfully completed the following:
and/or be taking the following corequisite modules:
You cannot take this module if you are taking or have taken:
Smith, A. (2004) Making Mathematics Count. The Report of Professor Adrian Smith’s Inquiry into Post-14 Mathematics Education. Nottingham: Department for Education and Skills
Coben et al (2003) Research Review. Adult Numeracy: review of research and related literature. London: NRDC
Sierpinska, A & Kilpatrick, J. (1998) Mathematics Education as a Research Domain: a search for identity. Dordrecht: Kluwer Academic Publishers.
Ascher, M (1991) Ethnomathmatics: a multicultural view of mathematical ideas. USA, Bemont: Chapman and Hall
Askew, M., & Wiliam, D (1995) Recent Research in Mathematics Education 5-16. London: King’s College London
Bishop, A & Nickson, M ( 2003) Second International Handbook of Mathematics Education. Dordrecht: Kluwer Academic Publishers.
Brown, M (2002) The Effectiveness of the National Numeracy Strategy: Evidence from the Leverhulme Numeracy Research Programme and Other Studies at Kings College London. London: King’s College London.
Kaiser, G et al (1999) International Comparisons in Mathematics Education. London: Falmer Press.
Moser, C (1999) Improving Literacy and Numeracy: A Fresh Start. London: Dfee
Additional reading lists will be provided for the topics covered.
|Host Subject Group:||Education|
|User Name||Date Accessed||Action|