20 credits at level HE7
This module is concerned with the theory of teaching and learning mathematics. It will allow students to research traditional and more recent theory and examine the extent to which it applies to post compulsory education (including the 14-19 sector).
The module examines aspects of the philosophy of mathematics, including absolutism and fallibilism and issues in the psychology of learning and teaching mathematics, including constructivism, behaviourism, neuropsychology and cognitive approaches. The module will look at traditional views in the psychology of mathematics in addition to examining more recent literature
A variety of delivery methods will be used in the module including formal tutor input, small group work, seminars, and directed and undirected reading.
The module will be assessed by an assignment of 3,500 words and a presentation of approximately 20 minutes. The written work will form the basis of the presentation.
The assignment allows course members to link academic theory to their own area of practice and experience. Course members should choose a topic covered on the module that has particular relevance to their own area of work or experience and negotiate the topic for the assignment with the tutor before they begin. The research undertaken for assessment of this module is desk research.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Have an awareness of theory related to teaching and learning numeracy.||Produce an in-depth and critical literature review to identify relevant theory and show an in-depth understanding of the theory related to teaching and learning numeracy.|
|2.||Have applied theory to your own area of practice||Analyse your own teaching methodologies and practices in the light of current research.|
|3.||Have undertaken desk research into an area of numeracy teaching and learning that has particular relevance to your area of work or experience||Design and carry out an area of research relevant to your own work or experience in the Numeracy field.|
|4.||Have analysed and reflected upon your own research and identified key findings||Critically review your own research and discuss the most salient aspects.|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Assignment of 3500 words||Oral presentation of approximately 20 minutes|
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:
Allen, B. and Johnston-Wilder, S. (2004) Mathematics Education, Exploring the culture of learning. London: RoutledgeFalmer
Nickson, M. (2000) Teaching and Learning Mathematics 2nd Edition, A Guide to Recent Research and its Applications. London: Continuum
Mason, J. and Johnston-Wilder, S. (2004) Fundamental constructs in mathematics education. London: RoutledgeFalmer.
Mason, J.H. (2002) Researching Your Own Practice: The Discipline of Noticing. London: Routledge
Devlin, K. (2000) The Maths Gene, Why Everyone Has It, But Most People Donít Use It. London: Weidenfeld and Nicolson
Butterworth, B. (2000) The Mathematical Brain. London: MacMillan
Dahaene, S. (1997)The Number Sense. New York:Oxford University Press Inc
Additional reading lists will be provided for the topics covered.
|Host Subject Group:||Education|
|User Name||Date Accessed||Action|