ED1AC4-Mathematics, Children and Education 1

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:4
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Module version for: 2016/7

Module Convenor: Dr Natthapoj Vincent Trakulphadetkrai

Email: n.trakulphadetkrai@reading.ac.uk

Summary module description:
This module will explore epistemological beliefs (concerning the nature of mathematics and mathematical knowledge) and pedagogical beliefs (concerning mathematics learning and teaching) of both pre- and in-service teachers, as well as how such beliefs may or may not translate into practice. The module will also include a strong emphasis on children’s early mathematical development, including early number and the role of mathematical mark making. Additionally, particular attention will be paid to the theoretical legacies and implications of some of the key figures in the field of children’s mathematical development, including, but not limited to, Skemp, Piaget, Bruner, Vygotstky, and Papert.


The module will also explore key features of the mathematical learning environment. Alongside researching the use of models, images, practical resources and the outdoor and indoor learning environment, students will become familiar with the use of children’s literature to support mathematics learning and teaching.

Aims:
•To be aware of epistemological beliefs (concerning the nature of mathematics and mathematical knowledge) and pedagogical beliefs (concerning mathematics learning and teaching), and how these beliefs may influence instructional practices.
•To establish independent, well-informed views on the nature of mathematics teaching and learning
•To recognise the importance of mathematical confidence and competence in children’s lives
•To introduce key concepts in early number and mathematical mark making
•To reflect on what we know about children’s mathematical development and implications for classroom practice
•To critically evaluate the use of structured and unstructured models, images, apparatus and children’s literature alongside the outdoor and indoor environment in mathematics teaching and learning

Assessable learning outcomes:
On successful completion of the module, students will be able to:
•Propose and defend a pedagogy for mathematics teaching and learning, drawing on school-based experience and research literature
•Explain the contribution made by key writers in children’s mathematical conceptual development
•Evaluate the use of children’s literature within mathematics teaching

Additional outcomes:
Students will develop an understanding of the processes involved learning mathematics and implications for practice. They will explore the pedagogical issues affecting the teaching of mathematics in the primary school. They will learn to work both independently and as part of a team, and to link theory and practice. They will reflect critically on their own developing role as a mathematics teacher and specialist, identifying targets for personal development.

Outline content:
The module will follow two strands:

Mathematical development and early mark making
•Mathematics pre-service and in-service teachers’ epistemological beliefs (concerning the nature of mathematics and mathematical knowledge) and pedagogical beliefs (concerning mathematics learning and teaching) as well as how such beliefs may or may not translate into practice.
•Pedagogy and practice – tensions around the teaching of mathematics
•Children’s mathematical development e.g. Skemp, Piaget, Bruner, Vygotsky, and Papert
•Conceptual development e.g. volume and number conservation
•Early number development and mark-making

Developing the mathematical learning environment
•Researching the use of models, images and practical resources including structured and unstructured apparatus
•Displays, outdoor and indoor learning
•Children’s literature

Brief description of teaching and learning methods:
This module will be delivered in interactive sessions, which include lecturing, discussion, practical activities, blended learning, provided through Blackboard and student-led research-based Symposium presentations. Sessions will require some pre-reading, and students should be prepared to contribute their views and work collaboratively in order to make presentations.

Contact hours:
  Autumn Spring Summer
Lectures 44 12
Tutorials 5 5
Guided independent study 100 34
       
Total hours by term 149.00 51.00
       
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 100

Other information on summative assessment:
Written assignment (2,500 words)

Formative assessment methods:
Formative assessment will be made through on-going observation of the students’ engagement with issues and positive contributions to sessions.

Penalties for late submission:
The Module Convenor will apply the following penalties for work submitted late, in accordance with the University policy.

  • where the piece of work is submitted up to one calendar week after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for the piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
  • where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

  • The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
    You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

    Length of examination:
    n/a

    Requirements for a pass:
    An overall mark of 40%.

    Reassessment arrangements:
    Resubmission of a written assignment during the summer resit period.

    Additional Costs (specified where applicable):
    1) Required text books:
    2) Specialist equipment or materials:
    3) Specialist clothing, footwear or headgear:
    4) Printing and binding:
    5) Computers and devices with a particular specification:
    6) Travel, accommodation and subsistence:

    Last updated: 21 December 2016

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