30 credits at level HE5
This module will develop your understanding of principles related to the planning, assessment and enabling of learning in your specialist subject area. You will consider a broad range of theories and principles which are related to the acquisition and development of numeracy skills. You will use your knowledge and understanding of the theories to plan, assess and deliver teaching and learning to numeracy learners, using a range of approaches associated with these theories and principle and evaluating their application.
Theories of numeracy skills acquisition
Teaching and learning approaches associated with above
Theories and approaches of numeracy learning and development
Review of knowledge and description of language systems
Planning for learning at course and session level
Inclusion of numeracy in other curricula
Development of resources and activities to support learning
Principles and methods of assessment of learning in numeracy
LLUK values and commitments included in this module:
AS2, AS3, AS4, AS5, AS6, AS7, BS1, BS2, BS3, BS4, BS5, CS1, CS2, CS4, KS1, DS2, DS3, ES1, ES3, ES4, FS1
LLUK standards included in this module:
AK2.1, AK2.2, AP2.1,AP2.2, AK3.1, AP3.1, AK4.3, AP5.1, AK7.1, AP7.2, BP1.1, BP1.2, BP1.3, BP2.1, BP2.2, BP2.3, BP2.4, BP2.6, BP3.1 BP3.2, BP3.4, BP3.5, BP4.1, BP5.1, BP5.2, BK3.5, CK1.1, CK2.1, CK3.1, CK3.2, CK4.1, DK1.1, DK1.2, DK1.3, DK2.1, DK2.2, DK2.5, DK3.1, DK3.2, DP3.1, DP3.2, EK1.1, EK1.2, EK1.3, EP1.1, EP1.2, EP1.3, EK3.1, EK3.2, EP3.1, EP3.2, EP4.1, EK4.1, EK5.1, EK5.2, EK5.3, EP5.1, EP5.2, EP5.3, FK1.1, FK1.2, FP1.1, FP1.2, FK2.1, FK3.1, FP3.1, FK4.1, FK4.2, FP4.1, FP4.2
LLUK Numeracy standards
A2.Ma, A3.Ma, A4.Ma, A5.Ma, A6.Ma, B1.Ma, B2.Ma B3.Ma, B4.Ma, B5.Ma, B7.Ma, B8.Ma, B9.Ma, B10.Ma, C3.Ma, C4.Ma, C5.Ma, C11.Ma, C14.Ma, C15.Ma, C19.Ma, C20.Ma, D1.Ma, D2.Ma, D3.Ma, D4.Ma, E1.Ma, E4.Ma, E5.Ma, E6.Ma, F1.Ma, F2.Ma, F3.Ma, F4.Ma
The module will be delivered using a variety of methods such as lectures, seminars, group/individual tutorials, presentations, and practical activities. Learning and teaching will be achieved through a blended learning approach (combination of face-to-face and electronic based resources and communications).
Individual support will be given in tutorials.
Assessment will comprise a presentation and a portfolio of reports and session plans totalling 4000 words.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Demonstrate knowledge and understanding of the origins of mathematics knowledge and the application of relevant learning theories on curriculum development, learning and teaching||
1.1 Apply knowledge of teaching and learning theories to numeracy and Mathematics in order to improve practice
1.2 Analyse the effect of the origins and status of Mathematics knowledge on mathematics curriculum development
|2.||Apply specialist pedagogical knowledge and understanding to promote and develop the quality of numeracy learning and teaching in a variety of contexts||
2.1 Identify relevant numeracy skills and knowledge needed in particular contexts in collaboration with teachers of other subjects across the organisation where appropriate
2.2 Contribute to the development and improvement in quality of numeracy learning and teaching in vocational and other subjects
2.3 Apply subject and specialist pedagogical knowledge to adopt appropriate learning and teaching strategies for a wide range of learners’ needs
|3.||Demonstrate own mathematics skills, knowledge and understanding to an appropriate breadth and depth||
3.1 Summarise the nature of argument and proof in mathematics, including the language of proof, its origins in geometry, and the role of algebra in generalising
3.2 Analyse the use, interpretation, representation and misrepresentation of data
3.3 Compare the wide range of ways of defining or representing different concepts in numeracy
|4.||Demonstrate knowledge and understanding of how to use specialist organisations and publications to develop own practice as a numeracy teacher||
4.1 Use a range of numeracy organisations and publications in order to review current research and developments
4.2 Use international, national and local research together with own and learners’ insights to inform numeracy learning and teaching.
|5.||Demonstrate knowledge and understanding of how to use appropriate learning and teaching strategies, including assessment for learning, in numeracy||
5.1 Review strategies for developing conceptual understanding in mathematics and numeracy
5.2 Evaluate the use of resources in numeracy learning and teaching
5.3 Analyse the use of strategies to engage and enthuse learners in numeracy and foster positive self images
5.4 Analyse the types of skills, knowledge and understanding that can be assessed in numeracy
|6.||Apply specialist knowledge and understanding to the planning of numeracy teaching and learning
7. Demonstrate appropriate learning and teaching strategies that create a supportive numeracy learning environment
6.1 Plan numeracy related course outlines and lesson objectives to meet learner needs and curriculum requirements
6.2 Plan numeracy learning and teaching that reflects diversity and promotes equality of opportunity
7.1 Establish and maintain an environment where mistakes in numeracy are seen as opportunities for further learning and peer supported encouragement
7.2 Use strategies to facilitate learner interaction in order to support numeracy learning
|7.||8. Demonstrate the use of assessment strategies to support and develop learning in numeracy
9. Demonstrate knowledge and understanding of how to address diversity and inclusion effectively in numeracy
8.1 Devise and use appropriate assessment tools for numeracy
8.2 Use strategies to involve learners in their own numeracy assessment
8.3 Negotiate numeracy related goals with learners
8.4 Use feedback from assessment to support learning and teaching in numeracy
8.5 Use appropriate systems for recording numeracy assessment information
9.1 Analyse the impact and implications of personal, social, economic and political factors which may affect learning development and progression of people with numeracy needs
|8.||10. Demonstrate knowledge and understanding of how reciprocal relationships with a range of professionals can be used to support numeracy learners
11. Demonstrate knowledge and understanding of how to evaluate and improve numeracy learning and teaching
10.1 Evaluate the boundaries between own specialist area and those of other specialists
10.2 Use knowledge of current developments in Literacy, ESOL, ICT and learning difficulties and disabilities to give effective support to numeracy learners
10.3 Apply knowledge of specialist services to signpost learners to appropriate support within or outside the organization
10.4 Apply knowledge of how numeracy development is supported in learners by a range of professionals to demonstrate effective collaborative practice
11.1 Apply appropriate theories of learning to the evaluation of numeracy learning and teaching including planning and assessment
11.2 Use a range of sources of data to evaluate numeracy learning and teaching, including learner reflection and feedback
11.3 Use a reflective CPD cycle to select training opportunities to inform own knowledge of mathematics/numeracy, its teaching, policy and practice
11.4 Use current professional knowledge to ensure learners develop their numeracy skills to enable progression
11.5 Demonstrate use of a wide range of oral, written and non-verbal strategies to improve numeracy learning
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Portfolio and Reports of 1500, 500 and 2000 words||Presentation and report of 300 words||75 hours teaching and 4 formal observations|
There are no prerequisites for this module.
No restrictions apply.
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Askew, M., & William, D (1995) Recent Research in Mathematics Education 5-16. London: King’s College London
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.
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Miles, T.R. and Miles, E. (2004) Dyslexia and mathematics. London : RoutledgeFalmer,
Moser, C (1999) Improving Literacy and Numeracy: A Fresh Start. London: DfEE
Nickson, M. (2000) Teaching and Learning Mathematics 2nd Edition, A Guide to Recent Research and its Applications. London: Continuum
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
Swain, J., Newmarch, B. and Gormley, O. (2007) Numeracy. Developing adult teaching and learning: Practioner Guides Leicester: NIACE
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Swan, M. (2006a) Collaborative Learning in Mathematics: A Challenge to our Beliefs and Practices. London: NIACE and NRDC.
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