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2017/18 Taught Postgraduate Module Catalogue

EDUC5087M Teaching and Learning - Primary Mathematics

15 creditsClass Size: 120

Module manager: Mrs Rosemary Livesey
Email: R.J.Livesey@leeds.ac.uk

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2017/18

Co-requisites

EDUC5084M	Evidence-based Teaching
EDUC5086M	Teaching and Learning - Primary English
EDUC5088M	Teaching and Learning - Primary Science

This module is not approved as an Elective

Module summary

This module addresses key contemporary issues in relation to best professional practice in teaching and learning in primary mathematics. Taught sessions will be closely linked to students' teaching in schools through school-based tasks and the module assignment. The module is also designed to develop students' research skills; these will be applied through the school-based tasks and the module assignment. The content of the module is set in the context of an 'evidence-based' approach to teacher education and professional development.

Objectives

This module is designed to explore a number of important areas of teaching and learning in primary mathematics through the examination of a range of evidence, including academic literature and first hand data collected in the classrooms and schools. The objectives of this module are to develop students':
- understanding of the nature and philosophy of mathematics and its significance in primary education;
- knowledge and understanding of how primary school children learn mathematics and potential barriers to learning they might encounter;
- knowledge of primary mathematics, pedagogical approaches to primary mathematics and relevant curriculum requirements;
- knowledge, understanding and skills in teaching and assessment of primary mathematics;
- ability to evaluate critically information from a variety of sources to extend and deepen their knowledge and understanding of teaching and learning primary mathematics;
- skills in methods of educational enquiry and research, e.g. using pupil data, case study approaches, etc.;
- skills of scholarship – academic writing and the presentation of findings;
- understanding of evidence-based teacher education as an approach to professional development and how it can be applied in their own specific context.

Learning outcomes
On completion of this module, students will be able to:
- critically understand key contemporary research and theories on how primary school children learn mathematics;
- critically understand how children's different life experiences can affect their learning of mathematics;
- critically and systematically understand key concepts in the teaching and assessment of primary mathematics;
- understand and evaluate critically current national priorities and their impact on teaching, learning and assessment of primary mathematics;
- evaluate critically research evidence (personal and published) in relation to developments in teaching, learning and assessment of primary mathematics;
- apply data collection instruments systematically and appropriately in the context of researching aspects of primary mathematics teaching, learning and assessment;
- articulate and apply the principles of best practice to the teaching and learning of primary mathematics;
- communicate research findings effectively to their peers and other professionals;
- critically understand how classroom research can support professional development.

Syllabus

Evidence-based teacher education related to the teaching and learning of mathematics in primary schools.
Theoretical perspectives on teaching, learning and assessment, and how these relate to practical experience and research evidence. Contemporary inspection evidence on teaching and learning of primary mathematics.
Effective pedagogical approaches and best practice related to mathematics teaching and learning, supported by research and key reports.
Subject knowledge of mathematics: mathematical competence and content knowledge; curriculum knowledge including progression, progress, challenge and support.
Addressing barriers to learning such as anxiety, language and misconceptions.
The role of self-evaluation and research in professional development.
Research skills: data collection and analysis through case studies, classroom observations, and interviewing skills; reading, analysing and critiquing research papers and reports.

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	4	1.00	4.00
Seminar	4	2.00	8.00
Tutorial	2	1.00	2.00
Private study hours			136.00
Total Contact hours			14.00
Total hours (100hr per 10 credits)			150.00

Private study

Students will be expected to undertake seminar readings prior to each session and prepare to contribute to discussions about these. Specific tasks will be set for students to make observations and collect data in relation to primary science teaching and learning in their school settings and to prepare to disseminate their finding in seminars.
The reading, research and writing associated with the module assignment will account for a significant proportion of the private study time.

Opportunities for Formative Feedback

Monitoring of students' progress will be via:
- their contribution to seminars – discussion of readings, student presentation, etc.
- their feedback from their school-based tasks

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	An evaluation of primary school pupils’ errors and misconceptions in mathematics learning - 3000 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: 31/03/2016

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