Teaching and Learning of Mathematics

EDUC22001 Teaching and Learning of Mathematics 20 Semester 1 Undergraduate Level 2 Laura Black Unit coordinator Sophina Choudry Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 This unit illustrates important aspects of the teaching and learning of mathematics through engagement with and reflection on the process of teaching and learning mathematics. Including an individually negotiated practical experience of observed and evidenced teaching and learning mathematics with associated research and reading. The unit will be assessed through a 2000 word portfolio and a 2000 word essay based on the individually negotiated experience and research. This unit illustrates important aspects of the teaching and learning of mathematics through engagement with and reflection on the process of teaching and learning mathematics. Including an individually negotiated practical experience of observed and evidenced teaching and learning mathematics with associated research and reading. The unit will be assessed through a 2000 word portfolio and a 2000 word essay based on the individually negotiated experience and research. Teaching and Learning Mathematics aims to introduce students to key aspects of teaching and learning mathematics. Teaching and Learning Mathematics 2 emphasizes the application of mathematics education in a variety of professional contexts and as the basis for a future career in early and primary schools as a mathematics practitioner or informal educational setting. The unit focuses primarily on the teaching of mathematics and will involve students reflecting on their own practice in learning and teaching mathematics. <ul><li>Reflect critically upon their own and their peers’ (or others’) teaching and/or learning practice in Mathematics Education and thereby centre their own voice through your analysis.</li><li>Review and analyse literature critically pertaining to teaching and learning mathematics in early years and primary schooling years or in informal out-of-school situations (e.g. in the home or on the streets) using AI and compare this with other sources, e.g., Google Scholar.</li><li>Apply different global pedagogical perspectives (where relevant) in early years and Primary stage mathematics.  </li><li>Review key psychology of mathematics education work.</li><li>Critically evaluate mathematics pedagogy in relation to social justice.</li></ul> <ul><li>Demonstrate their ability to critically apply key ideas of Mathematics Education.</li><li>Identify critical teaching and/or learning mathematics experiences (their own or that of others) to structure and support their arguments.</li><li>Connect mathematics education related - ideas, concepts and themes introduced on the course critically to support your arguments and analysis</li></ul> <ul><li>Demonstrate evidence (or engagement) in planning, execution and/or evaluation of mathematics tasks.</li><li>Critically reflect on the extent to which mathematics dialogue facilitated your presentations and in what way.    </li><li>Develop interpersonal skills by working in groups on mathematics tasks.</li><li>Develop dialogic skills through solving mathematics tasks and discussing the teaching and learning process.</li><li>Reflect on group work and individual presentations</li></ul> <ul><li>Apply numeracy/ mathematics skills to solve early years and primary age school mathematics problems.</li><li>Develop problem-solving skills by challenging existing perceptions of mathematics in diverse contexts to challenge deficit assumptions.</li></ul> Students will be introduced to the principles of mathematics pedagogy (e.g. ‘mastery’), issues that emerge from transitioning between primary and secondary schooling, instrumental vs relational understanding in teaching and learning practices, problem solving and heuristics, dialogue and mathematics, social justice in relation to teaching and learning mathematics in primary and early years, as well as decolonising mathematics education.  The emphasis of the unit is on learning about the teaching and learning of mathematics through students’ own engagement with learning mathematics. There is a stress on active learning and discussion and debate, with individual, group and whole class reflection on activities. The unit is assessed by an essay assignment. 2 Written assignment (inc essay) 50% 5 Portfolio 50% Portfolio (50%) — 2,000 words<ul><li>Generally to be four 500 word elements but with flexibility to include 3-5 items to a total of 2000 words.</li></ul>Teaching and Learning Essay (50%) — 2,000 words<ul><li> A critical reflection on a learning or teaching experience.</li></ul> In class and via the VLE. MATH30002 Anti-Requisites: Students are not permitted to take both MATH30002 and EDUC22001/2 BSc Education BSc Education Second Year Optional BSc Education BSc Education (PEY) Second Year Mandatory Y Overall Course Potential Pre-readingAizikovitsh-Udi, E., & Cheng, D. (2015). Developing critical thinking skills from dispositions to abilities: mathematics education from early childhood to high school. Creative education, 6(04), 455.Greer, B., Verschaffel, L., & Mukhopadhyay, S. (2007). Modelling for life: Mathematics and children’s experience. Modelling and Applications in Mathematics Education: The 14 th ICMI Study, 89-98.Greer, B., & Skovsmose, O. (2024). Breaking Images: Iconoclastic Analyses of Mathematics and Its Education (p. 602). Open Book Publishers.Holt, J. (1966). How children fail. PenguinRyan, J., and Williams, J. (2007). Children’s Mathematics 4-15. Learning From Errors and Misconceptions. Maidenhead: Open University Press.Wright, P. (2016). Social justice in the mathematics classroom. London Review of Education.  Fieldwork 3 Lectures 22 Seminars 8 0 167