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MATH30330

Academic Year 2021/2022

Post-Primary Placement in Mathematics (MATH30330)

Subject:
Mathematics
College:
Science
School:
Mathematics & Statistics
Level:
3 (Degree)
Credits:
5
Module Coordinator:
Assoc Professor Aoibhinn Ni Shuilleabhain
Trimester:
Spring
Mode of Delivery:
Blended
Internship Module:
No
Module Type:
Professional/Work Placement Module
How will I be graded?
Letter grades

Curricular information is subject to change.

This module is open to stage 3 undergraduate students who are in the Science and Mathematics Education Pathway, as part of their undergraduate studies in the College of Science. This module represents the first experience for undergraduate students to participate in the teaching and learning of mathematics at post-primary level. Students will observe, assist with mathematics teaching and learning and, pending circumstances within the school, also teach and assess student learning under supervision of teachers within the school’s Mathematics Department.

Students are required to be part of 3 Mathematics classes per week for 8-10 weeks of the trimester. These classes will be scheduled in agreement with the placement school and should be flexible around the UCD students’ time table.
This practice-based placement provides students with opportunity to reflect on links between theories explored in mathematics education research, curriculum & assessment, and classroom teaching & learning practices. The module also provides students with opportunity to develop their professional identity, knowledge and skills. The placement teacher will assign the student certain teaching tasks, which will vary depending on the teacher and class needs.

Throughout the placement the student will be required to keep a reflective journal of the development of their pedagogical content knowledge, subject matter knowledge, and development of skills (such as noticing, communicating, questioning, differentiating teaching, inclusion and classroom management) over the course of the placement. The student will be required to present to their peers on their learning achieved during placement. The student will also design a special project on the basis of this placement, which will take the form of a detailed research lesson.

All lesson resources, digital and otherwise, and reflections will form part of the student’s professional portfolio.

About this Module

Learning Outcomes:

On completing this module the student should be able to provide evidence of how she/he has:
1. Developed their pedagogical content knowledge and skills, including:
a. skills of noticing as a teacher
b. skills in questioning for learning
c. skills in sequencing content
d. skills in devising, choosing or modifying tasks related to specified learning objectives.
2. Developed their specialised content knowledge
3. Developed their skills in constructing a mathematics lesson aligning with the TRU Framework (Schoenfeld, 2014)
4. Communicated mathematics effectively to learners and developed key transferrable skills in presentation
5. Developed key transferrable skills as relevant to the profession of teaching
6. Developed their ability to critically reflect on events.
7. Developed their identity as a mathematics teacher and member of the teaching community.

Indicative Module Content:

Implementing pedagogical theory in the post-primary classroom
Mathematics pedagogy
Curriculum based teaching and learning

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

24
Autonomous Student Learning

40
Tutorial

6
Seminar (or Webinar)

12
Practical

40
Total

122

Approaches to Teaching and Learning:
lectures;
reflective learning;
placement work;
student presentations

Requirements, Exclusions and Recommendations
Learning Recommendations:

Students should have participated in MATH10410.


Module Requisites and Incompatibles
Pre-requisite:
MATH10410 - Maths & Science Education

Incompatibles:
MST30060 - Undergrad. Ambassadors Scheme

Equivalents:
Mathematics School Placement (EDUC30020)


 

Assessment Strategy
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment: Special project: research lesson Coursework (End of Trimester) n/a Alternative linear conversion grade scale 40% No
40
 No
Continuous Assessment: Weekly reflection on teaching & learning practices Throughout the Trimester n/a Graded No
20
 No
Essay: Developing knowledge and skills for teaching mathematics Coursework (End of Trimester) n/a Alternative linear conversion grade scale 40% No
40
 No

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 within three weeks of all assessments. Additional formative assessment may be requested by students on an individual basis.

Readings will be assigned throughout the module, as relevant to teaching practice, lecture content and assignments.
These will include:

Estes, L. A., McDuffie, A. R., & Tate, C. (2014). Lesson Planning with the Common Core. Mathematics Teacher, 108(3), 206-213.

Rubenstein, R. N., & Thompson, D. R. (2001). Learning Mathematical Symbolism: Challenges and Instructional Strategies. Mathematics Teacher, 94(4), 265-271.

Southall, E. (2017). Yes, But Why? Teaching for understanding in Mathematics. SAGE Publications: London

Tanner, H. & Jones, S. (2000) Becoming a successful teacher of Mathematics. Routledge-Falmer, London.

Thompson, D. R., & Rubenstein, R. N. (2000). Learning Mathematics Vocabulary: Potential Pitfalls and Instructional Strategies. Mathematics Teacher, 93(7), 566-574.

Watson, A., Jones, K., & Pratt, D. (2013). Key Ideas in Teaching Mathematics, CPI Group: London

Name Role
Dr Mary Cunneen Lecturer / Co-Lecturer
Assoc Professor Aoibhinn Ni Shuilleabhain Lecturer / Co-Lecturer
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