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Communicating Mathematics in Education - MAT00104H

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  • Department: Mathematics
  • Module co-ordinator: Dr. Jessica Hargreaves
  • Credit value: 20 credits
  • Credit level: H
  • Academic year of delivery: 2024-25

Module summary

The purpose of this module is to introduce students to aspects of mathematical education through practical teaching experience in a local educational setting alongside exploration of the different theoretical perspectives and evidence in the area of mathematical development.

Module will run

Occurrence Teaching period
A Semester 1 2024-25

Module aims

The purpose of this module is to introduce students to aspects of mathematical education through practical teaching experience in a local educational setting alongside exploration of the different theoretical perspectives and evidence in the area of mathematical development.

Module learning outcomes

  1. Understand the key roles of a class teacher in terms of: preparation and delivery of teaching materials; pupil management and dealing with teaching colleagues.

  2. Design lesson plans and teaching materials that are effective in defined ways.

  3. Communicate mathematical ideas and practical skills to pupils in an educational setting, both on a one-to-one basis as well as to a larger audience, as appropriate.

  4. Relate theoretical ideas, in the field of mathematics communication and education, to praxis.

  5. Reflect constructively on their experience in the classroom and on the feedback they receive, from pupils and teachers alike.

Module content

Overview

The purpose of this module is to introduce students to aspects of mathematical education through a combination of:

  1. an introduction to the theoretical basis of mathematics communication and education;

  2. practical teaching experience in a local educational setting.

Brief Syllabus

  • Being professional in an educational setting. (What is professionalism?)

  • Effective observation - what to look at. (Techniques and etiquette for lesson observation.)

  • Understanding the learner. (The Mathematics curriculum and how learners access that - how do they learn, specific needs in learning.)

  • What makes for effective teaching? (How do we effectively communicate mathematics? Explanations, effective questioning, AfL.)

  • Designing an effective 'learning activity' (Lesson planning- a mastery approach.)

  • Evaluating practice. (How to be a Reflective Practitioner.)

Transferable Skills

The key transferable skills gained include: communication and presentation of mathematics; team-working; active listening; time management and critical analysis of pedagogy research. Thus, this module is a CV-enhancing experience for all students, particularly those applying for initial teacher training.

Special Arrangements

Registration for this module requires validation; places will be limited and a written application and interview to assess suitability will be undertaken during the latter part of the previous academic year. A place on this module is also contingent on having a valid DBS check in place before teaching on the module commences.

Indicative assessment

Task Length % of module mark
Essay/coursework
Critical Review of Educational Activity		 N/A 50
Oral presentation/seminar/exam
Summary of Educational Activity		 N/A 50

Special assessment rules

None

Indicative reassessment

Task Length % of module mark
Essay/coursework
Critical Review of Educational Activity		 N/A 50
Oral presentation/seminar/exam
Summary of Educational Activity		 N/A 50

Module feedback

Current Department policy on feedback is available in the student handbook. Coursework and examinations will be marked and returned in accordance with this policy.

Indicative reading

Dehaene, S. (2011) The Number Sense: How the Mind Creates Mathematics, Revised and Expanded Edition, NY: Oxford University Press.

Lourenco, S. F., & Longo, M. R. (2010) General magnitude representation in human infants. Psychological Science, 21,873-881.

Jordan, K. E., Suanda, S. H., & Brannon, E. M. (2008).Intersensory reduncancy accelerates preverbal numerical competence. Cognition, 108, 210-221.

Jacob, S. N., Vallentin, D., & Nieder, A. (2012). Relating magnitudes: The brain's code for proportions. Trends in Cognition Sciences, 16, 157-166.

Siegler, R. S., Fazio, L. K, Bailey, D. H., & Zhou, X. (in press). Fractions: The new frontier for theories of numerical development. Trends in Cognitive Sciences.

Sarama, J., & Clements, S. H. (2004). Building Blocks for early childhood mathematics. Early Childhood Research Quarterly, 19, 191-189.


The information on this page is indicative of the module that is currently on offer. The University constantly explores ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary. In some instances it may be appropriate for the University to notify and consult with affected students about module changes in accordance with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.