MATH40810 Mathematics Pedagogy for Classroom Practice

Academic Year 2022/2023

This module will introduce students to subject-specific, research-based pedagogy to align with their year-long post-primary placement in Mathematics.

The module will explore a variety of topics and teaching and learning approaches to include:
• Classrooms as Learning Communities
• Structured Problem Solving in mathematics
• Enacting curriculum & developing cross-curricular and co-curricular links
• Mathematical Mindsets and Connecting Mathematical Ideas
• Assessing students’ learning and Classroom Based Assessments
• Language and Literacy in the Mathematics Classroom, including students who have English as an additional language (EAL)
• Equality, diversity & global citizenship in the Mathematics Classroom, including reference to learners in DEIS schools
• Teaching for Robust Understanding
• Digital modes of teaching and learning

Pedagogical content will include:
Junior and Senior Cycle topics such as:
a. Foundations of a sense of number
b. Algebraic representation & patterns
c. Geometry and Spatial Concepts
d. Generating formulae
e. Introducing the concept of ‘proof’

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Curricular information is subject to change

Learning Outcomes:

Students will learn to:
• Consider Mathematics as a valuable subject contributing to learners’ sense of identity, scientific literacy, and decision-making capabilities
• Design engaging and accessible lessons that build on research and are employed through their own classroom practice
• Undertake research of curriculum materials 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, meet students where they are in their learning and design formative assessment approaches
• Critically reflect on their teaching and learning as a student teacher of Mathematics

Indicative Module Content:

Learning outcomes, learning activities and lesson planning

Classrooms as Learning Communities and transitions from primary to post-primary

Facilitating Classroom Discussions, Teacher Questioning and Problem Based Approaches to Learning

Mathematical Mindsets and Connecting Mathematical Ideas

Mathematical Literacy and Mathematical Proficiency

Collaboration in professional development

Spatial Awareness

Technology Enhanced Learning

Research insights into Mathematics Anxiety, homework and classroom settings

Classroom Based Assessments – problem solving

Equality, diversity and differentiation in the Mathematics Classroom

Student Effort Hours: 
Student Effort Type Hours
Specified Learning Activities


Autonomous Student Learning






Approaches to Teaching and Learning:
Workshop/seminar, group work, problem-based learning, problem-solving approach with Teaching for Robust Understanding. 
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: Students will submit a 'showcase' lesson incorporating relevant pedagogical research into a lesson report and plan. This will take a format similar to a Lesson Study research lesson report. Coursework (End of Trimester) n/a Alternative linear conversion grade scale 40% No


Essay: Reflective Essay on three elements of knowledge or skills the student has gained over the course of the term. Week 12 n/a Alternative linear conversion grade scale 40% No


Presentation: In class 'teach-meet' presentation. Week 5 n/a Alternative linear conversion grade scale 40% No


Carry forward of passed components
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?

The module will include a range of formative and summative assessment and feedback strategies. Students will receive formative feedback on draft assignments prior to submission where requested. There will also be opportunity for peer review and group feedback on various assessments throughout the module.

Boaler, J., & Humphreys, C. (2005). Connecting Mathematical Ideas: Middle School Video Cases to Support Teaching and Learning. Portsmouth: Heinemann.

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

Takahashi, A. (2021). Teaching Mathematics Through Problem-Solving: A Pedagogical Approach from Japan. New York: Routledge.

Teaching Secondary School Mathematics: Research and Practice for the 21st century. (2007). (M. Goos, G. Stillman, & C. Vale Eds.). Australia: Allen & Unwin.

Watson, A., Jones, K., & Pratt, D. (2013). Key Ideas in Teaching Mathematics: Research-based guidance for ages 9-19. Oxford: Oxford University Press.

Name Role
Róisín Neururer Lecturer / Co-Lecturer