MST30060 Undergraduate Ambassadors Scheme

Academic Year 2022/2023

The aim of the "Undergraduate Ambassadors Scheme" is to develop undergraduate students' transferrable skills in: communicating mathematics, presentation, report-writing and critical reflection, as well as developing undergraduate mathematics students’ knowledge of content and pedagogy relevant to teaching and learning post-primary mathematics. The module also aims to provide post-primary students with positive role models in mathematics, thereby encouraging them to continue to study this subject. In this module, students are required to participate in 3 Mathematics Classes per week for 8-10 weeks and these classes will be scheduled in agreement with the placement school, remaining cognisant of the students’ undergraduate time-table. Participation in these classes will be agreed upon with the mentor teacher(s) and will include observation and facilitation of student learning. As part of the assessment of this module, students will complete weekly reflection accounts of their classroom interactions and will reflect on these accounts as relevant to the development of their communication and transferrable skills. In addition, students will design, conduct and reflect on a lesson or series of lessons as part of their placement assessment. This module is open to third- and fourth-year undergraduate students throughout the university, who have taken several undergraduate mathematics modules. For example, in the past students from Actuarial Science, Arts, Economics and Finance, Engineering and Science have been offered places on the module. It is necessary to apply for this module in Autumn and successful applicants will be invited for interview. For further details, please contact the module coordinator Dr Aoibhinn Ní Shúilleabháin in the UCD School of Mathematics & Statistics.

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Curricular information is subject to change

Learning Outcomes:

On successful completion of this module students will:
1. Have gained substantial experience of working in an unfamiliar and complex working environment
2. Have developed their skills in communication, presentation, collaboration, and essay and report-writing.
3. Be able to assess and devise appropriate ways to communicate a mathematical topic, principle, or concept by:
a) Building on and/or developing their pedagogical content knowledge
b) Building on and/or developing their content knowledge as relevant to the post-primary curriculum
c) Developing their skills in constructing a mathematics lesson or workshop
4. Have gained a broad understanding of many key aspects of teaching mathematics
5. Have gained an understanding of assessing student learning.
6. Have familiarised themselves with research in mathematics education
7. Have developed their ability to critically reflect on events.

Indicative Module Content:

Mathematics pedagogy
Post-primary mathematics
Mathematical Content Knowledge
Teaching and learning - theory and practice
Problem Solving Approach

Student Effort Hours: 
Student Effort Type Hours






Specified Learning Activities


Autonomous Student Learning




Approaches to Teaching and Learning:
Peer and group work
Task-based / placement based learning
Reflective writing
Student presentations
Requirements, Exclusions and Recommendations
Learning Requirements:

To gain access to a place on this module one must complete an application and undergo an interview process. Students should not enrol in this module until this interview has taken place and he/she has been offered a place on the module. If you are interested in taking this module you must contact the module coordinator for details on how to apply and closing date for applications etc.

Learning Recommendations:

Ideally the student should be in his or her third or fourth year and have taken several mathematics modules as part of his or her undergraduate programme. It is also very desirable that the student has good grades in these mathematics modules.

Module Requisites and Incompatibles
MATH30330 - Placement in Mathematics

Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Continuous Assessment: Reflections on pedagogical practices and student learning Throughout the Trimester n/a Graded No


Assignment: Special Project Report & Lesson Plan Week 10 n/a Alternative linear conversion grade scale 40% No


Essay: Reflection on communicating Mathematics and developing key skills Coursework (End of Trimester) 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?

Alternative Linear Conversion Grade Scale is used for this module. Feedback will be given to students within three weeks of all submitted assignments. Additional formative assessment may be requested by students on an individual basis.

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