# 2019/20 Undergraduate Module Catalogue

## EDUC2091 School Mathematics

### 10 creditsClass Size: 45

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

**Taught:** Semester 2 View Timetable

**Year running** 2019/20

### This module is mutually exclusive with

EDUC2071 | School Maths - Adv Perspective |

Module replaces

EDUC 2071 School Mathematics from an Advanced (Undergraduate) Perspective**This module is approved as a discovery module**

### Module summary

This is discovery module is open all students (mathematics and non-mathematics students) with a general interest in education, school mathematics and the historical development of our number system from different civilisations across the world. The only entry requirement is your primary and secondary school mathematics. The mathematical content of the sessions will range from primary to secondary school mathematics, but will not go beyond A-level mathematics. It will explore the historical developments of number, e.g. zero, negative numbers and fractions; geometry and elementary calculus. These chosen mathematical strands will also be considered from mathematical and educational perspectives. The intention is to expose the complexities of those concepts which may superficially seem simple, but which are in fact complicated, and which learners often find difficult to understand. The course will be taught by taking each strand in turn, then taking an overview of the three strands as part of the course summary.### Objectives

The objectives of this module are to enable students to:1. Explore the historical development of three specified mathematical strands of number, geometry and calculus in school mathematics

2. Understand the three specified strands of school mathematics from mathematical, historical and educational perspectives;

3. Examine some of the difficult conceptual problems associated with number, geometry and calculus in school mathematics;

4. Examine the complexities of those concepts which may superficially seem simple, but which are in fact complicated, and which learners often find difficult to understand;

5. Understand the role that notation and symbolism play in developing meaning and appreciating difficulties which can occur for learners;

**Learning outcomes**

On completion of this module, students would have developed:

a) An understanding of the historical development of the topics of number, geometry and calculus;

b) An awareness of issues and mathematical problems within the three strands of number, geometry and calculus that require careful educational treatment in school mathematics;

c) Some understanding of connections within and between the strands of mathematics which may not have been apparent in their earlier phases of education;

d) An increased understanding of the educational issues in school mathematics concerning number, geometry and calculus;

e) Analytical skills, critical thinking and academic writing skills as part of the module assessment.

### Syllabus

Indicative content:

The development and spread of our number system from ancient times;

Zero: its invention, significance and complications;

Negative numbers, rational and irrational numbers;

The complications of symbol systems;

Educational issues and problems when working on number with children;

Measurement and the origins of geometry;

Euclidean and non-Euclidean geometries;

Numbers, geometry and infinity:

The historical development of calculus;

The nature of elementary school calculus and its difficulties for learners.

### Teaching methods

Delivery type | Number | Length hours | Student hours |

Group learning | 2 | 2.00 | 4.00 |

Lecture | 10 | 1.00 | 10.00 |

Seminar | 3 | 2.00 | 6.00 |

Independent online learning hours | 80.00 | ||

Private study hours | 0.00 | ||

Total Contact hours | 20.00 | ||

Total hours (100hr per 10 credits) | 100.00 |

### Private study

Pre-reading tasks will be provided for each lecture. The two seminars and group learning will also require preparation time.### Opportunities for Formative Feedback

Students' progress will be monitored through their attendance and participation in lectures, tutorials, group learning and seminar tasks.### Methods of assessment

**Coursework**

Assessment type | Notes | % of formal assessment |

Essay | 2000 word equivalent | 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 websiteLast updated: 30/04/2018

## Browse Other Catalogues

- Undergraduate module catalogue
- Taught Postgraduate module catalogue
- Undergraduate programme catalogue
- Taught Postgraduate programme catalogue

Errors, omissions, failed links etc should be notified to the Catalogue Team.PROD