Mathematical Educations

Course Content

*Teaching Secondary School Mathematics*: Presentation and discussion on ways of teaching the central topics of school algebra, measurement, statistics, and geometry.

Pedagogy and curriculum theory of teaching mathematics and how a curriculum evolves or is designed.

*Communication*: Language as a vital role in the learning and teaching of mathematics; ‘multiple representations’ of mathematics as an aid to learning.

Digital Technologies and School Mathematics. How might digital technologies help or hinder mathematics learning in various areas of the school math's curriculum from calculus to coding?

*Assessment in School Mathematics*: From details of National Curriculum requirements and marking in practice to the discussion of the nature of assessment.

Philosophy and the nature of mathematical reasoning.

*Society*: an introduction to the sociology of mathematics education, cross-cultural issues and societal impacts on mathematics learning and participation.

*Psychology*: Development of children’s number abilities from infancy to adolescence, neuroscientific insights into learning, attitudes and the role of emotions in learning and participating in mathematics.

*School Visit*: Visiting local schools to observe mathematics lessons and discuss mathematics education in practice.

By the end of this module, you will:

- have a better understanding of your own mathematics-learning strategies and capacities.
- be able to explain how mathematical ideas can be represented in different ways with various tools or media.
- have a coherent view of the content of the school maths curriculum and methods of teaching mathematics.
- be able to discuss wider social and political issues related to mathematics education.

have developed your skills in presenting ideas about mathematics in writing; this includes expressing views and observations, synthesizing readings and presenting an argument

Assessment

The final grade for the course is based on 50% coursework (an essay of 2000 words) and 50% exam (questions are pre-disclosed in March). There are four formative assignments during the course which gradually introduce students to course expectations and assessment criteria.

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