2016/17 Taught Postgraduate Module Catalogue

EDUC5765M Mathematics: Curriculum and Assessment

30 creditsClass Size: 30

Module manager: Innocent Tasara
Email: i.tasara@leeds.ac.uk

Taught: Semester 1 (Sep to Jan) View Timetable

Year running 2016/17

This module is not approved as an Elective

Module summary

The module looks at two very important and interconnected areas of mathematics in the 5-19 age range, the curriculum and the assessment of achievement within that curriculum. The module will consider what mathematical achievement is, for what purposes we wish to assess it and how this affects the curriculum. The study of the mathematics curriculum will be underpinned by the issues of curriculum construction and evaluation, including how decisions about the curriculum are made, the basis of the decision making process, the mechanics of curriculum construction, who evaluates the curriculum and the criteria against which the evaluation should be carried out.

Objectives

On completion of this module, students should be able to:
- analyse and evaluate mathematics curricula;
- examine and analyse factors and agencies which are involved in and influence curriculum construction and change in the 5-19 age range;
- understand the purposes of assessing mathematical achievement in the 5-19 age range;
- evaluate and analyse the implications of adopting particular assessment techniques for what is taught and learned in the mathematics classroom and for appropriate teaching styles;
- understand and appreciate current issues in the assessment of mathematical achievement and the mathematics curriculum;
- be familiar with relevant literature and sources of research, information and opinion.

Syllabus

The module looks at two very important and interconnected areas of mathematics in the 5-19 age range, the curriculum and the assessment of achievement within that curriculum.

The module will consider what mathematical achievement is, for what purposes we wish to assess it and how this affects the curriculum. Recent developments have focused attention on a wider meaning for mathematical achievement than simply the ability to recite facts and apply well-rehearsed routines. This again has implications for the curriculum in terms of what is taught and the emphasis given to the process of doing and applying mathematics as opposed to the content of mathematics.

The study of the mathematics curriculum will be underpinned by the issues of curriculum construction and evaluation, including how decisions about the curriculum are made, the basis of the decision making process, the mechanics of curriculum construction, who evaluates the curriculum and the criteria against which the evaluation should be carried out.

Specific curricula used as case studies will represent primary, secondary and tertiary sectors. Factors currently influencing curriculum developments such as ICT will be a focus.

Once the curriculum is in place, a wide range of issues arise from the decision to assess which include the influence and place of ICT in the assessment process and the possibilities available in, and importance of, reporting and recording pupils' mathematical achievement.

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	12	2.00	24.00
Private study hours			276.00
Total Contact hours			24.00
Total hours (100hr per 10 credits)			300.00

Private study

- Preparation and reading for lectures and seminars.
- Preparation, reading, and writing up assignments.

Opportunities for Formative Feedback

Progress will be monitored through contributions to lectures/seminars, and assignments.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	6,000 words	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 17/09/2015

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