ED3PGM-Teaching and Learning of Mathematics

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Terms in which taught: Autumn / Spring / Summer module
Non-modular pre-requisites:
Modules excluded:
Current from: 2018/9

Module Convenor: Dr Catherine Foley

Email: c.m.foley@reading.ac.uk

Type of module:

Summary module description:
This module is concerned with the development of subject and curricular knowledge and understanding of mathematics, alongside pedagogical understanding of effective approaches to teaching mathematics. The role of talk, use and application of mathematics and practical activity is explored as central to the teaching and learning of mathematics, alongside understanding and planning for progression. The module will build student confidence in and enthusiasm for mathematics, aiming to overcome any specific concerns and anxieties relating to mathematics they may have as they enter their professional training.

• To increase confidence and subject knowledge
• To secure knowledge and understanding of children’s mathematical development across the early years and primary phases
• To understand how a focus on fluency, reasoning and problem solving can improve the teaching and learning of content
• To apply understanding of how key aspects of mathematics are connected to develop skills in planning for mathematics teaching and learning, to include the appropriate integration of ICT
• To implement assessment and recording strategies effectively to inform planning and set appropriate expectations and targets to support learning and teaching
• To consider critically how research findings inform practice

Assessable learning outcomes:
On successful completion of this module:
• To know and understand the content and progression of children’s learning of mathematics from the Foundation Stage through to the end of Key Stage Two
• To be able to plan effective practice, taking into account current literature and initiatives and integrating the use of ICT to support teaching and learning
• To identify misconceptions related to mathematics topics and to understand how to avoid and address misconceptions
• To set appropriate expectations and targets
• To understand how to use and evaluate distinctive teaching approaches to engage and support children with particular needs, for example English as an additional language

Additional outcomes:
The aims support the Teachers’ Standards and criteria for initial teacher training as set out by the Department for Education. They have been specifically developed to meet the needs of trainees for mathematics as one of the core subjects within the primary curriculum.
This module will provide evidence towards achievement of the Teachers’ Standards, in particular Standard 3: Demonstrate good subject and curriculum knowledge – if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

Outline content:
Each session provides a focus on the Standards, alongside the National Curriculum and EYFS, combining the development of secure subject and pedagogical knowledge.

Individual session plans will include a mathematics strand linked to subject knowledge, progression, pedagogy and related Standards. The content, planning, teaching and assessment of mathematics teaching and learning within the National Curriculum and the Early Years Foundation Stage Curriculum are considered.

The module includes a wide range of mathematics teaching to ensure developing confidence in teaching in a range of contexts, informed by the principles of the National Curriculum and international best practice.

Global context:
All schools engage with the global citizenship agenda.

Brief description of teaching and learning methods:
University-based training will involve lectures, practical work, workshops, group tasks and presentations, independent activities and directed tasks. Complementary school based tasks will contribute to the achievement of the intended learning outcomes.

The placement school experience involves 35 days in the Autumn term, 40 days in the Spring term and 45 days in the Summer term.

Contact hours:
  Autumn Spring Summer
Lectures 32 8 16
Guided independent study 20 55 69
Total hours by term 52.00 63.00 85.00
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Project output other than dissertation 100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:
School Based Tasks

Formative assessment methods:
The development of a mathematics subject file is an integral part of the module.
Occasional contributions to seminar presentations; preparation and analysis of teaching materials; completion of school-based tasks; follow up of supplementary and school-based work is expected. Auditing and follow up of subject knowledge are an essential part of professional development towards attaining QTS.

Penalties for late submission:
The Module Convener will apply the following penalties for work submitted late:

  • where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day[1] (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.

    Assessment requirements for a pass:
    Engagement with all prescribed School Based Tasks (evidenced by the PDP checklist) is required to pass this module (Pass/Fail)

    Reassessment arrangements:
    Resubmission of school-based tasks within one month of return.

    Additional Costs (specified where applicable):
    1) Required text books: Haylock, D. (2014). Mathematics explained for primary teachers (5th ed.). London: SAGE Publications Ltd.
    2) Specialist equipment or materials:
    3) Specialist clothing, footwear or headgear:
    4) Printing and binding: Occasional printing of materials. Some photocopies of materials will be provided in the teaching sessions. Electronic copies of handouts are uploaded to Blackboard prior to sessions and it is expected that students will EITHER print these OR access and take notes on an electronic device during the session
    Students will need to provide a printed copy of their assessment. (Library printing costs are 5p for B/W page and 15p for colour page)
    5) Computers and devices with a particular specification:
    6) Travel, accommodation and subsistence:

    Last updated: 20 April 2018


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