Learning and Teaching Mathematics

Module overview

This module offers an opportunity to learn about mathematics education. We explore different perspectives on the teaching and learning of mathematics drawing on research and theoretical considerations. You will also experience a range of research-informed activities exploring numbers (numeracy), data (probability and statistics), algebra and geometry (National Curriculum content to GCSE level or equivalent). You will also reflect on learners’ experiences (including your own), connecting them to educational theories and empirical research.

This module is recommended for anyone interested in mathematics; and particularly for those considering careers in either teaching or education research.

Aims and Objectives

Learning Outcomes

Transferable and Generic Skills

Having successfully completed this module you will be able to:

Articulate your own approaches to learning and organise an effective work pattern including working to deadlines.
Organise and articulate opinions and arguments in speech, writing and other appropriate media using relevant specialist vocabulary.

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

Locate and justify your personal position in relation to mathematics education research and theories.
Systematically analyse educational concepts, theories and issues of policy relating to mathematics education.
Select and apply a range of relevant theoretical and research-based evidence (primary and secondary sources), to extend your knowledge and understanding of mathematics education.
Identify and reflect critically across aspects of mathematics education and their application in educational contexts and policies.

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

Societal and organisational structures (including international comparisons) and purposes of educational systems (e.g. the national curriculum), and the possible implications for learners and the learning process within Mathematics Education.
The complexity of the interaction between learning and contexts, and the range of ways in which participants (including learners and teachers) can influence the learning process within mathematics education.

Learning and Teaching

Teaching and learning methods

This module is taught through a mix of interactive lectures and seminars groups along with directed reading and suggested additional research material.

Study time
Type	Hours
Teaching	22
Independent Study	128
Total study time	150

Resources & Reading list

Textbooks

Mason, J. with Johnston-Wilder, S. & Graham, A. (2005). Developing Thinking in Algebra. London: Paul Chapman.

Cockburn, A. D., & Littler, G (2008). Mathematical misconceptions: A guide for primary teachers. Sage.

Johnston-Wilder, S. & Mason, J (2005). Developing Thinking in Geometry. London: Paul Chapman.

Polya, G (1962). Mathematical Discovery: on understanding, learning, and teaching problem solving.. New York: Wiley.

Mason, J. H. and Johnston-Wilder, S. J. (2004). Fundamental Constructs in Mathematics Education. London: Routledge Falmer.

Boaler, J. (2016). Mathematical Mindsets. San Francisco: Jossey- Bass.

Mason, J (1991). Learning and Doing Mathematics. Basingstoke: Macmillan.

Haylock, D., & Cockburn, A. D (2003). Understanding mathematics in the lower primary years: A guide for teachers of children. Sage.

Carpenter, T. P., Dossey, J. & Koehler, J (2004). Classics in Mathematics Education Research.. Reston, VA: National Council of Teachers of Mathematics.

Boaler, J. The Elephant in the Classroom: Helping Children Learn and Love Maths. London: Souvenir Press.

Assessment

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Reflective Journal

Assessment Type: Formative
Feedback:
Final Assessment: No
Group Work: No

Summative

This is how we’ll formally assess what you have learned in this module.

Breakdown
Method	Percentage contribution
Coursework	25%
Group presentation	15%
Written assignment	60%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Written assignment	65%
Coursework	35%

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Breakdown
Method	Percentage contribution
Coursework	35%
Written assignment	65%

Repeat Information

Repeat type: Internal & External