Mathematics, Chemistry and Education  (MMS4)

This programme is aimed at students who want to develop dual, but complementary, identities of mathematician/chemist and pedagogue in order to pursue professional careers as post-primary mathematics and science teachers. We value, and therefore encourage our students to develop, indepth specialist content knowledge in mathematics and chemistry, 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, chemistry and science, 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 science 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/chemist 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, tutorials, and laboratories, many of the education classes are conducted in active-learning environments where students are encouraged to contribute to, and actively participate in, class. 

1 - • Demonstrate an indepth, specialist knowledge of mathematics and chemistry
2 - • Demonstrate an indepth knowledge of educational theories as related to mathematics and science education
3 - • 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
4 - • Apply a scientific approach – questioning, hypothesizing, testing, and evaluating – to problem-solving
5 - • Communicate and present mathematical and scientific ideas creatively in a variety of forms (e.g. oral, written, video) with confidence and enthusiasm
6 - • 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
7 - • Manage a classroom in a socially equitable manner that encourages the formation of positive student identity and encourages student interactions and contributions
8 - • Critically reflect on his/her practice and engage with educational research, in order to consistently take a “fresh” approach to teaching and developing professionally
9 - • Inspire and motivate students of mathematics, chemistry and science by being inclusive, caring, innovative, enthusiastic and inspirational teachers, who foster a constructivist, reform approach to learning and teaching, and motivate these students to reach their highest potential
10 - • Inspire and scaffold students to a high level of engagement with learning as a holistic and life-long endeavour
11 - • Recognise the importance of constantly engaging in professional development to improve practice, and using educational research as a lens to engage in reflective practice
12 - • Engage positively with the mathematics, chemistry and science communities both inside and outside of educational spheres, and be a positive role model as a UCD graduate of mathematics and chemistry

Students’ performance will be reviewed at the end of the academic year. Students who fail 50% or more of their registered modules, and who fail to progress to the next stage of their programme, will be identified under the UCD Continuation – Academic progress policy. Students’ performance will continue to be reviewed in subsequent trimesters and students will be invited to meetings with the College of Science office for support and guidance.

Where the rate of progression and performance over two academic years is deemed unacceptable, a case will be submitted to the Governing Board for review. A recommendation for discontinuation may be the outcome of this review.

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.

Stage 3

Students take 10 core modules, if not previously taken in Stage 2 STAT20110 must be taken in Stage 3.

Stage 4

Students take 8 core modules and 1 option module.

See the UCD Assessment website for further details, including worked examples of how degree award GPAs are calculated

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Module Weighting Info