This programme is aimed at students who want to develop dual, but complementary, identities of mathematician/applied mathematician and pedagogue in order to pursue professional careers as post-primary mathematics and applied mathematics teachers. We value, and therefore encourage our students to develop, indepth specialist content knowledge in mathematics and applied mathematics, which, when combined with strong pedagogical expertise, the skill of critically reflecting on practice, an appreciation and knowledge of educational research, and a commitment to professional development, enables students to develop, and continue to develop throughout their careers, strong pedagogical content knowledge. We value, and therefore encourage our students to foster, a growth mindset and constructivist approach to learning and teaching mathematics and applied mathematics, in order to be critically engaged professionals committed to inclusive, caring, innovative, enthusiastic and inspirational teaching. We seek to ensure that all students on the programme develop the leadership and collaborative skills to positively impact the quality of post-primary mathematics and applied mathematics education in Ireland through classroom-based research and ongoing critical engagement with curriculum content. We aim to ensure that graduates are equipped to contribute, as professionals, to the wider educational goals of post-primary schools and ongoing developments within the broader education community. We aim to create a learning environment where students can develop their full potential as mathematician/applied mathematician and pedagogue in a research-intensive environment with state-of-art facilities. School placements play an essential role in the learning experience and assessment methods include reflective writing, report writing, presentations, lesson study, microteaching, and the creation of a professional portfolio. By including school placements from year one, the learning environment will constantly encourage the student to connect mathematical, scientific and educational theory with practice. In addition to lectures and tutorials, many of the education classes are conducted in active-learning environments where students are encouraged to contribute to, and actively participate in, class. 

• • Apply a scientific approach – questioning, hypothesizing, testing, and evaluating – to problem-solving
• • Communicate and present mathematical and scientific ideas creatively in a variety of forms (e.g. oral, written, video) with confidence and enthusiasm
• • Critically reflect on his/her practice and engage with educational research, in order to consistently take a “fresh” approach to teaching and developing professionally
• • Demonstrate an indepth knowledge of educational philosophy, sociology, psychology, curriculum and assessment, and the Irish education system, and an awareness of how age, culture and context play a role in students' learning
• • Demonstrate an indepth knowledge of educational theories as related to mathematics and science education
• • Demonstrate an indepth, specialist knowledge of mathematics and applied mathematics
• • Design and plan innovative, student-focused, content-based lessons, while remaining open to noticing and incorporating student thinking, and making in-the-moment decisions, in the classroom
• • Engage positively with the mathematics and applied mathematics community both inside and outside of educational spheres, and be positive role models as UCD graduates of mathematics and applied mathematics.
• • Inspire and motivate students of mathematics and applied mathematics by being inclusive, caring, innovative, enthusiastic and inspirational teachers, who foster a constructivist, reform approach to learning and teaching, and encourage them to reach their highest potential
• • Inspire and scaffold students to a high level of engagement with learning as a holistic and life-long endeavour
• • Manage a classroom in a socially equitable manner that encourages the formation of positive student identity and encourages student interactions and contributions
• • Recognise the importance of constantly engaging in professional development to improve practice, and use educational research as a lens to engage in reflective practice

Students who return failing grades in a trimester amounting to 15 credits, or more, will be identified under the UCD Continuation – Academic Progress policy. Students whose rate of progression and performance over two academic years is deemed unacceptable will be referred to the Governing Board to be reviewed for exclusion from the programme.
Students who fail to progress from the stage of the programme they are registered to for more than two academic years (except where a period of Leave of Absence has been granted for one of those years) will also be contacted under the Continuation – Academic Progress Policy.
As Stages 3 and 4 have the most dynamic components of the programme, and the material studied previously may no longer be relevant, a student who has been away from the programme for a significant period should be required to register again to Stage 3. The upper limit for completion of Stages 3 and 4 should be six years if they choose to do 120 credits with 20 in each year.

		Award		GPA
Programme	Module Weightings	Rule Description	Description
BHSCI001	Stage 4 - 70.00% Stage 3 - 30.00%	Standard Honours Award	First Class Honours	3.68	4.20
			Second Class Honours, Grade 1	3.08	3.67
			Second Class Honours, Grade 2	2.48	3.07
			Pass	2.00	2.47