Mathematics Education

MATH30002 Mathematics Education 10 Semester 2 Undergraduate Level 3 Steven Broom Unit coordinator Rosa Archer Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 This unit provides opportunities for anyone interested in mathematics education to find out more. Suitable for both those considering becoming a teacher, or those who are fascinated in how people learn mathematics and understanding why it is such an emotive subject.The course will include collaborative group work, reflection on personal experience and classroom observation. This unit provides opportunities for anyone interested in mathematics education to find out more. Suitable for both those considering becoming a teacher, or those who are fascinated in how people learn mathematics and understanding why it is such an emotive subject.  The course will include collaborative group work, reflection on personal experience and classroom observation. The programme unit introduces theories of learning in the context of mathematics. Through reflection on their own learning, observation in classrooms and reading mathematics education research and evidence, students will have the opportunity to develop understanding about some of the complexities of learning and teaching mathematics. On completion of this unit successful students will be able to: <ul> <li> critically reflect on learning experiences drawing on theory and research;</li> <li> analyse classroom interactions drawing on relevant theory;</li> <li> articulate the difference between procedural and relational understanding and explain why both are important;</li> <li> exemplify and apply the interconnectedness of mathematical ideas to selected topics in school mathematics.</li> </ul> 1. Why is mathematics part of the school curriculum? [1 lecture] 2. How do people learn mathematics? [2 lectures] 3. Big ideas in school mathematics [3 lectures] 4. What happens in mathematics classrooms? [2 lectures] 5. What works in mathematics classrooms? [2 lectures] 6. Action research project – misconceptions in learning mathematics (5 weeks, including 5 half days in a school) 7. Project presentations 0 Other 80% 7 Oral assessment/presentation 20% Coursework – project report; weighting within unit 80%, submitted via Turnitin Presentation; weighting within unit 20% Feedback tutorials will provide an opportunity for students' work to be discussed and provide feedback on their understanding.  Coursework or in-class tests (where applicable) also provide an opportunity for students to receive feedback.  Students can also get feedback on their understanding directly from the lecturer, for example during the lecturer's office hour. EDUC22001 Teaching and Learning of Mathematics Anti-requisite Compulsory MATH30002 Anti-Requisites: Students are not permitted to take both MATH30002 and EDUC22001/2Cannot take MATH30002 WITH EDUC22002/1  BSc(Hons) Mathematics BSc (Hons) Mathematics Third Year Optional N Textbooks Gates, P. (2001) Issues in Mathematics Teaching, London: Routledge Leslie, D. & Mendick, H. (eds.) (2014) Debates in Mathematics Education, London: Routledge Ryan, J. & Williams, J. (2007) Children's Mathematics 4-15: Learning from Errors and Misconceptions, Buckingham: Open University Press Skemp, R. (1993) The Psychology of Learning Mathematics, London: Penguin Swan, M. (2005) Collaborative Learning in mathematics: A challenge to our beliefs and practices Leicester: NIACE Watson, A., Jones, K. & Pratt, D., (2013) Key Ideas in Teaching Mathematics: Research-based guidance for ages 9-19, Buckingham: Oxford University PressJournals For the Learning of Mathematics Mathematics Teaching (Association of Teachers of Mathematics) Mathematics in School (Mathematical Association) Educational Studies in Mathematics Journal for Research in Mathematics Education Research in Mathematics Education   Websites Association of Teachers of Mathematics <a href="http://www.atm.org.uk">www.atm.org.uk</a> British Society for Research into the Learning of Mathematics <a href="http://www.bsrlm.org.uk">www.bsrlm.org.uk</a> Mathematical Association <a href="http://www.m-a.org.uk">www.m-a.org.uk</a> National Centre for Excellence in Teaching Mathematics <a href="http://www.ncetm.org.uk/home">www.ncetm.org.uk/home</a> NRICH <a href="http://www.nrich.maths.org">www.nrich.maths.org</a> Nuffield <a href="http://www.nuffieldfoundation.org">www.nuffieldfoundation.org</a> National STEM centre <a href="http://www.nationalstemcentre.org.uk/elibrary/maths/">www.nationalstemcentre.org.uk/elibrary/maths/</a> Lectures 10 Seminars 10 Supervised time in studio/wksp 10 0 70 Learning and teaching processes  Weeks 1-5 Two lectures, one seminar each week Weeks 6-10 Two hour school based observation, one seminar each week Week 11-12 Project presentations