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# 2017/18 Undergraduate Module Catalogue

## EDUC2071 School Mathematics from an Advanced (Undergraduate) Perspective

### 10 creditsClass Size: 40

**Module manager:** Mr Innocent Tasara**Email:** I.Tasara@leeds.ac.uk

**Taught:** Semester 2 View Timetable

**Year running** 2017/18

**This module is approved as a discovery module**

### Module summary

The module focuses on three areas of school mathematics, number, geometry and calculus. In each of these areas it explores the educational and historical perspectives and the conceptual problems. Apparently simple but important concepts, familiar from school days, will be looked at in detail.- For example, there are many kinds of geometry, but why you were taught the geometry that you were taught? - And again, what is so important about our number system? - Why do we do calculations in the way that we do? - In calculus, why do we use the notation we use? Given your knowledge of undergraduate mathematics the module uses that knowledge to explore, to solve problems in these areas and to look again at what you probably took for granted in your GCSE and A-level courses in mathematics.### Objectives

On completion of this module, students should be able to:- articulate an awareness of difficult conceptual problems and of historical development in number, geometry and calculus;

- know paradigm problems in the areas of number, geometry and calculus which require careful understanding;

- solve mathematical problems in these areas which are more subtle than those encountered at school;

- understand the role notation plays in developing meaning and appreciating difficulties which can occur for learners as a result of notational confusion.

### Syllabus

Particular areas of mathematics such as number and algebra, geometry and calculus will be considered from logical, historical and educational perspectives in order to appreciate the complexities of apparently simple concepts. Each area and perspective will focus on key themes and paradigm problems.

The course will be taught by taking each area: number theory, geometry and calculus - in turn then taking an overview of the three areas as part of the course summary. Important concepts, familiar from school, are analysed through solving and contextualising paradigm problems in each of these areas.

### Teaching methods

Delivery type | Number | Length hours | Student hours |

Lecture | 11 | 2.00 | 22.00 |

Private study hours | 78.00 | ||

Total Contact hours | 22.00 | ||

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

### Private study

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

= Total: 78 hours.

### 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 | equivalent to 1,500 words | 33.00 |

Essay | equivalent to 2,000 words | 67.00 |

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: 26/04/2017

## Browse Other Catalogues

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

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