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MATH10410

Academic Year 2024/2025

Mathematics & Science Education & Communication (MATH10410)

Subject:
Mathematics
College:
Science
School:
Mathematics & Statistics
Level:
1 (Introductory)
Credits:
5
Module Coordinator:
Dr Mary Cunneen
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module is ideal for any student studying mathematics and/or science who wishes to build their communication, presentation, critical reflection, collaborative and writing skills.

The module gives students an introduction to theories around communicating mathematics and science with public audiences and to theories around teaching and learning mathematics and science in a classroom environment.

The module can be taken as an elective, option or as a core module (note, the module is core for those students considering one of the BSc. Mathematics, Science and Education pathways in DN200).

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.

About this Module

Learning Outcomes:

On completion of this module, students will be enabled to:

1. Describe features of specific theories of teaching and learning, as relevant to public engagement in STEM and in mathematics & science education;

2. Critically review, summarise and communicate international research and policies related to mathematics & science/STEM education

3. Discuss learnings from international research based on the teaching and learning of mathematics & science and public engagement/science communication (including Citizen Science)

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 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;

Indicative Module Content:

Teaching for Robust Understanding
Critical Reflection in Learning
Equity and equality in STEM Education
STEM Education: Policies and Research
Public Engagement / Science Communication

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

30
Autonomous Student Learning

50
Lectures

24
Seminar (or Webinar)

12
Total

116

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 Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Reflective Assignment: Weekly reflection journal Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8 Graded No
10
 No
Assignment(Including Essay): STEM Workshop Week 7 Alternative linear conversion grade scale 40% No
30
 No
Assignment(Including Essay): Reflective Essay / School Placement Report Week 8 Alternative linear conversion grade scale 40% No
30
 No
Assignment(Including Essay): Public Engagement in STEM Education Research (individual/group project with presentation) Week 12 Alternative linear conversion grade scale 40% No
30
 No

Carry forward of passed components
No
 

Resit In Terminal Exam
Autumn No
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
Dr Mary Cunneen Lecturer / Co-Lecturer
Assoc Professor Aoibhinn Ni Shuilleabhain Lecturer / Co-Lecturer
Róisín Neururer Tutor

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Fri 12:00 - 13:50
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 14:00 - 14:50
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