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MATH30340

Academic Year 2024/2025

Peer-Assisted Tutoring (MATH30340)

Subject:
Mathematics
College:
Science
School:
Mathematics & Statistics
Level:
3 (Degree)
Credits:
5
Module Coordinator:
Assoc Professor Maria Meehan
Trimester:
Autumn
Mode of Delivery:
Blended
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The aim of this module is to provide you with the opportunity, the practices, and the support, to notice students' mathematical thinking in a first-year mathematics module. In the first week of the trimester you will be assigned to a module as a tutor, and for the duration of the trimester you will act as a peer-tutor in one weekly tutorial.

As well as acting as a peer-tutor for one hour per week, there will be lecture sessions (some face-to-face and some online) where you will be introduced to mathematics education research in the areas: mathematical knowledge required for teaching; professional noticing of students' mathematical thinking; and, in-the-moment decision making in the classroom and the factors that impact the decisions made. For mathematical knowledge for teaching (MKT) we examine the classic paper by Shulman (1986), before moving on to the categories of MKT proposed by Ball, Thames, and Phelps (2008). The complexities of teacher noticing in the classroom is a growing area of research and we will specifically examine what is involved in the professional noticing of students' mathematical thinking. Specifically we will examine the skills involved as proposed by Jacobs, Lamb, and Philipp (2010). Closely linked to noticing are the in-the-moment decisions that an educator must make while in the classroom. Schoenfeld (2011) proposes that the decisions made in the moment are a function of one's resources/knowledge, orientations/beliefs, and goals.

You will keep a weekly journal. A key aim of the journal entires will be to encourage you to link the research theory to your tutoring practice. Formative feedback will be provided weekly and you will also be asked to write a reflective essay based on your reflections that aims to trace the development of your knowledge and/or skills for teaching mathematics as you progress through the trimester. Some of the knowledge or skills that you work on must be grounded in the research discussed. You will also be asked to undertake a group project with other PATs in the same module as you, that will be focused on noticing of students' mathematical thinking. Your team will make a group presentation.

This module is core for Stage 3 students taking a BSc in Science, Mathematics and Education. For all other students interested in taking the module, you should contact Assoc. Prof. Maria Meehan at maria.meehan@ucd.ie by Friday 30 August 2024 expressing your interest in taking part as places on the module may be limited due to the placement component. If necessary places on the module will be awarded based on GPA.

About this Module

Learning Outcomes:

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

Present, discuss, and critique the assigned readings from the mathematics research literature related to the following three broad areas: mathematical knowledge for teaching; professional noticing of students' mathematical thinking; and, in-the-moment decision making;

Identify, describe, and analyse ways in which their mathematical knowledge for teaching and noticing of students' mathematical thinking has developed over the course of the trimester, and in doing so, link theory with practice;

Use mathematics education research as a lens with which to examine, and reflect on, practice;

Describe the sections of a "typical" maths education research paper;

Communicate and present findings on theory in practice to a mathematics and mathematics education audience;

Appreciate the role research and critical reflection play in developing as a professional teacher;

Apply APA referencing precisely.





Indicative Module Content:

Pedagogical content knowledge

Mathematical knowledge for teaching

Noticing students' mathematical thinking

In-the-moment decision making and resources, orientations and goals


Student Effort Hours:
Student Effort Type Hours
Seminar (or Webinar)

24
Practical

10
Specified Learning Activities

54
Autonomous Student Learning

26
Total

114

Approaches to Teaching and Learning:
Online lectures on mathematics education articles and APA referencing. Face-to-face small group discussion classes - topics from online lectures will be discussed. Student presentations at the end of the trimester.

Requirements, Exclusions and Recommendations
Learning Requirements:

Students should preferably be in Stage 3 or 4 and have completed a significant number of mathematics modules in Stages 1 and 2.


Module Requisites and Incompatibles
Additional Information:
Students should be in Stage 3 or Stage 4 and have studied a significant number of modules in Mathematics, Applied Mathematics and/or Statistics in Stages 1 and 2.


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Reflective Assignment: Submit a minimum six weekly reflections and four brief-but-vivid accounts, over the first 8-9 weeks of the trimester. Each is worth 3%. Marks awarded for timely submission. Formative feedback only. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9 Graded No
30
 No
Group Work Assignment: With peers tutoring the same module as you, you will make a group presentation in Week 12. You may do a practice run in Week 11 for formative feedback. Much of the work to be completed in tutorials. Week 12 Graded No
20
 No
Assignment(Including Essay): Write an essay (1,500-2,000 words) on development of selected skills. YOU WILL BE GIVEN LOTS OF SUPPORT WITH WRITING! You can submit a partial draft for feedback around week 9-10. Week 15 Graded No
50
 No

Carry forward of passed components
No
 

Resit In Terminal Exam
Spring 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

How will my Feedback be Delivered?

Formative feedback on reflections/accounts will be given individually online and/or in class. Formative feedback given on partial essay draft and trial presentation.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Tutorial Offering 1 Week(s) - 1, 2, 3 Mon 17:00 - 17:50
Autumn Tutorial Offering 1 Week(s) - 1, 2, 3, 6, 7, 8, 9, 10, 11, 12 Wed 13:00 - 13:50
Autumn Tutorial Offering 1 Week(s) - 4, 5 Wed 13:00 - 13:50
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