MATH30390 Mathematics Pedagogy & Curriculum in Placement

Academic Year 2022/2023

This module will introduce students to research-based pedagogy in STEM to align with relevant post-primary curricula, framed by the pillars of UNESCO’s Education for Sustainable Development.

The module will explore a variety of topics to include:
• Cultivating learning environments to:
- Consider classrooms as learning communities, where content is purposefully aligned with learners’ prior knowledge and
ability and where discussion is guided to enhance learning
- Enact co-curricular links across STEM & utilise relevant digital resources in the classroom
- Assess students’ learning formatively and utilise Classroom Based Assessments as foundation for building skills in problem
solving, scientific thinking and creativity

• Empowering young people by supporting their development of skills in listening, collaboration and creativity

• Building community through positive learning environments and engaging with parents

• Building the capacity of teachers through collaboration and considering the continuum of teacher education

• Examining education policies, both national and international, related to STEM education, educational access (e.g. socioeconomic implications), Migrant integration strategies and EAL (English as an Additional Language) in the context of managing diversity and addressing biases within the classroom.


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Curricular information is subject to change

Learning Outcomes:

Students will learn to:

* Consider the fields within STEM as a valuable subjects contributing to a learner's sense of identity, scientific literacy, abilities to communicate, abilities to work in a team, decision-making capabilities and capacity to meaningfully engage in society with regards to the environment, social integration and sustainable development.

* Design engaging and accessible lessons that build on research and are employed through their own classroom practice.

* Undertake research of curriculum materials and digital resources in devising their own lessons.

* Present and share ideas with colleagues.

* Collaborate in developing classroom environments that develop learners’ knowledge and skills in an equitable setting, that purposefully consider diversity.

* Critically reflect on their teaching and learning as a student teacher of Mathematics and/or Science/STEM.

* Communicate with others, including peers, colleagues and parents.

Indicative Module Content:

Pedagogical content will include:
- Junior cycle Science and Mathematics Curricula & Short Courses
- Senior Cycle Biology, Chemistry, Physics, Computer Science, Applied Mathematics & Mathematics
- Teaching for Robust Understanding
- Classroom Management
- Lesson design
- Collaboration in classroom and school settings

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Autonomous Student Learning

30
Placement/Work Experience

60
Total

114
Approaches to Teaching and Learning:
Lectures;
Workshop/seminar;
group work;
problem-based learning;
practice-based learning; 
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
Essay: Reflective essay on students' development of knowledge and skills, as relevant to STEM teaching and learning, throughout the term. Week 12 n/a Alternative linear conversion grade scale 40% No

20
Continuous Assessment: Throughout the trimester, students will submit lesson plans based on their Science / Mathematics placement lessons. These lesson plans (3) will contribute to the final grade in this assignment.
 Throughout the Trimester n/a Alternative linear conversion grade scale 40% No

40
Continuous Assessment: Formative feedback assessment of classroom teaching and learning on school placement. Unspecified n/a Pass/Fail Grade Scale No

20
Continuous Assessment: Weekly reflections on classroom observations and experiences of teaching and learning. Throughout the Trimester n/a Alternative linear conversion grade scale 40% No

20

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

How will my Feedback be Delivered?

Not yet recorded.

Ing, M. (2014). Can Parents Influence Children's Mathematics Achievement and Persistence in STEM Careers? Journal of Career Development, 41(2), 87-103.

Leinwand, S. (2009). Accessible Mathematics: 10 Instructional Shifts That Raise Student Achievement. Portsmouth: Heinemann.

Tanner, H., & Jones, S. (2000). Becoming a successful teacher of mathematics. London: Routledge.

Tanner, H., Jones, S., & Davies, A. (2002). Developing Numeracy in the Secondary School: A Practical Guide for Students and Teachers. UK: David Fulton Publishers Ltd. .

UNESCO. (2017). Cracking the code: Girls' and women's education in science, technology, engineering and mathematics (STEM). Retrieved from France: https://unesdoc.unesco.org/ark:/48223/pf0000253479

UNESCO. (2022). Sustainable Development Goals - Resources for educators. Retrieved from https://en.unesco.org/themes/education/sdgs/material

Name Role
Assoc Professor Aoibhinn Ni Shuilleabhain Lecturer / Co-Lecturer
Ms Emma Owens Lecturer / Co-Lecturer