EDUC42210 Subj Pedag: Maths II

Academic Year 2023/2024

This module builds on modules 1A and 1B nd aims to provide pre-service post-primary mathematics teachers with the development of the necessary skills and knowledge required in the teaching and learning of post-primary mathematics. During this module, students will be engaged in the critical evaluation of issues related to the teaching and learning of mathematics (as relevant to both research and practice) and consider the implications of such issues on their own practices in the mathematics classroom.
Throughout the module, students will be given the opportunity to reflect on learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective teaching (e.g., developing classroom community, encouraging students’ communication of mathematical thinking, focusing on problem solving, developing their pedagogical content knowledge etc.) Students will also be provided with opportunities to consider and develop strategies that focus on numeracy and literacy. The module will provide students with opportunities to develop and reflect on appropriate pedagogical approaches that will facilitate and support learners with additional needs in the classroom. Throughout the trimester, they will be encouraged to engage with research literature on mathematics education and reflect on such research with regards to their own pupils.
As part of their continuous assessment, students will engage in critical reflection of their practice in the form of ‘brief but vivid accounts’ (Mason, 2011). These accounts will form the basis of their reflective essay at the end of the module.
Students will participate in Lesson Study as part of this module and will plan, observe, and reflect on a live research lesson with their colleagues and consider their learning as part of this practice.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module, students will be able to:
1. Investigate and critique the factors that have influenced the teaching and learning of mathematics
2. Explore national and international developments in mathematics education research as relevant to the Irish context of teaching and learning mathematics.
3. Illustrate, in practice and portfolio, an in-depth understanding of the approaches to teaching and learning mathematics, with an emphasis on socio-cultural practices emphasising students’ articulation of their mathematical thinking (or sense-making) and the application of mathematical skills in problem solving.
4. Participate in focused reflection on student thinking as relevant to their practices teaching and learning mathematics.
5. Critically reflect on their learning as a pre-service mathematics teacher through analysis and review of regular reflection on student thinking
6. Participate in a cycle of lesson study - a collaborative form of professional development, where they plan, teach/conduct and reflect on a research lesson with their peers.
7. Present on innovative and relevant resources or approaches to their colleagues.
8. Demonstrate sound content and pedagogical content knowledge
9. Reflect on their identity as post-primary mathematics teachers.

Indicative Module Content:

Pedagogies and assessment strategies for teaching Junior & Leaving Certificate Maths

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Specified Learning Activities

50
Autonomous Student Learning

50
Total

124
Approaches to Teaching and Learning:
Class-based discussion
Practical lessons led by experienced in-service teachers 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: An assignment brief will be provided by your module coordinator during the module. 20% of the assignment will be based on participation in the module as prescribed by the module coordinator. Unspecified n/a Graded Yes

100

Carry forward of passed components
Yes
 
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
• Self-assessment activities

How will my Feedback be Delivered?

Reflective modes, Rubric-informed

Name Role
Mr Quentin Heaney Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Autumn
      
Lecture Offering 1 Week(s) - Autumn: All Weeks Tues 17:00 - 18:50