MATH10410 Mathematics & Science Education & Communication

Academic Year 2021/2022

This module provides students with an introduction to educational theory on teaching and learning mathematics & science and also introduces students to communicating research through public engagement.
This module provides students with an introduction to pedagogy, specific to mathematics and science, at primary, post-primary and third-level, for formal and informal learning.
This module is a core Stage 1 module for anyone wishing to pursue one of the BSc. Mathematics, Science and Education pathways in DN200. This module can also be taken as an option or elective for students interested in learning more about mathematics and science education and communication.
In this module, students will be introduced to research in the fields of mathematics & science education and will be offered opportunity to develop their research skills through exploration of themes and ideas in pedagogy. The module also provides students with opportunity to develop their transferable skills in communication, writing, working as part of a team, presentation and critical reflection through in-class activities and assessments.
As part of the module students have the option to participate in an observation placement in a primary school, specifically focusing on the teaching of mathematics and science. This observation placement will form the basis of a structured report based on theories explored in lectures. For students continuing with the BSc. Mathematics, Science and Education, this placement will form part of their professional portfolio.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module, students will be enabled to:
1. Describe features of specific theories of teaching and learning introduced in the module, as relevant to mathematics & science education;
2. Discuss findings from international research based on the teaching and learning of mathematics & science;
3. Critically summarise and communicate the findings of mathematics & science education research for a general audience;
4. Develop their writing skills through: regular reflection, essay writing and report writing.
5. Critically reflect on their learning as undergraduate students;
6. Work closely with peers on a collaborative research project;
7. Critically discuss their beliefs about mathematics & science education and communication;
8. Critically reflect on and describe their identities as learners and/or educators of mathematics;
9. Begin developing their pedagogical content knowledge as mathematics & science educators.
10. Develop their skills as mathematics & science education researchers and practitioners;

Student Effort Hours: 
Student Effort Type Hours
Specified Learning Activities

34
Autonomous Student Learning

55
Lectures

24
Seminar (or Webinar)

12
Total

125
Approaches to Teaching and Learning:
lectures;
reflective learning;
reflective writing;
group work;
student presentations;
optional fieldwork;
in-class discussions 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Equivalents:
Teaching & Learning Maths (EDUC10130)


 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: STEM Workshop - Planning a workshop for senior primary/junior secondary class to align with the Teaching for Robust Understanding framework and relevant curriculum. Week 7 n/a Alternative linear conversion grade scale 40% No

30
Fieldwork: Observation Placement Report / Mathematical Autobiography Week 9 n/a Alternative linear conversion grade scale 40% No

30
Journal: Regular Reflective Learning Journal Throughout the Trimester n/a Graded No

10
Assignment: Communication of STEM Education research in the form of a public engagement piece for a lay audience. This may be undertaken as a group or individual project. Week 12 n/a Alternative linear conversion grade scale 40% No

30

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Alternative Linear Conversion Grade Scale is used for this module. Feedback will be given on all assessments within three weeks of submission. Further formative assessment may be requested individually by students.

Regular readings, journal articles and book sections, will be assigned throughout the module, as relevant to the module assignments.
Examples of such include:


Berkowitz, T., Schaeffer, M. W., Maloney, E., Peterson, L., Gregor, C., Levine, S. & Beilock, S. (2015). Math at home adds up to achievement in school. Science 350(6257), 196-198

Boaler, J. (1998). Open and Closed Mathematics: Student Experiences and Understandings. Journal for Research in Mathematics Education, 29(1), 41-62.

Boaler, J. (1997). When even the winners are losers: Evaluating the experiences of top set' students. Journal of Curriculum Studies, 29(2), 165-182.

Roy, S. & Edwards, M. (2019). Citizen Science During the Flint, Michigan Federal Water Emergency: Ethical Dilemmas and Lessons Learned. Citizen Science Theory and Practice 4(1) 12, 1-28.

Schoenfeld, A. H. (2016). An Introduction to the Teaching for Robust Understanding (TRU) Framework. Berkeley, CA.
Name Role
Assoc Professor Aoibhinn Ni Shuilleabhain Lecturer / Co-Lecturer
Róisín Neururer Tutor