Module: EDU6101-20 Learning in Mathematics

Level: 6

Credit Value: 20

Module Tutor: Caroline Kuhn

Module Tutor Contact Details: c.kuhn@bathspa.ac.uk

1. Brief description and aims of module:

You do not need to be advanced mathematicians to be able to participate successfully in this module. This module will examine how mathematics is learned. You will be expected to reflect upon and extend your own mathematical experience. To this end, you will engage in a series of mathematical problems and investigations in the course and you will be invited to analyse your own learning in the light of theoretical perspectives. A co-operative approach to problem-solving is encouraged. You will study theories of how children learn mathematics, including behaviourist and constructivist stances and the influence upon learning of the cultures of different mathematics classrooms.

A great deal of interest, and some concern, has been created by large scale international comparisons of standards of achievement of children in mathematics. The National Numeracy Strategy (1999) was created, in large part, as a response to these concerns and since September 2014 a new national curriculum for mathematics has been in place. There is a slowly increasing body of material clarifying the pedagogic principles behind this new curriculum. You will study the details of these UK curricula and some aspects of elementary mathematics education in several other countries.

Following recommendations made in the Williams Review of mathematics teaching in early years and primary schools (Williams, 2008), there is recognition that having mathematics specialists in primary schools is important. This idea is gathering momentum at the moment as UK policy makers look at the practices of high attaining countries around the world. This module would provide a strong basis for later developing such a specialism. It particularly complements the primary mathematics elements of a PGCE course which you may progress to. However, re-kindling your interest in mathematics and developing flexible approaches to problem solving will enhance your employability whatever career path you choose.

2. Outline syllabus

Phase 1 (weeks 1-6):

Seminars will include sustained periods of mathematical activity, discussion and reflective writing. The verbal presentation of mathematical, collaborative thinking will also be expected.

Pre-session readings will be set for most seminars and will form an important element of independent study time. These key readings will form the basis of discussion and mathematical activity in taught sessions. Follow-up reading will be essential for you to be able to form a sound knowledge base of the topics covered. There will be connections to make with other elements of education studies too and you will need to allow some independent time for reflection to build this schema. You may find that you want to continue working on some of the mathematical problems set and such work is encouraged. You will keep a journal of your mathematical activity and undertake three formative assessment activities. These activities will build on the journal and will inform a summative grade for this phase (S1).

Phase 2 (weeks 7-13):

Seminars will focus on issues of particular relevance in mathematics education in different countries e.g. the problem solving curriculum in Hungary and a mastery approach to learning in China. It will be relevant for you to follow current affairs in education by reading the Times Educational Supplement, for example, as many of the issues identified in mathematics education that go on to shape policy are made evident through current analysis of perceived success in different countries. You will write a comparative essay as an outcome of this phase (S2).

3. Teaching and learning activities

The taught element of the course will be through 13 x 3 hour seminars held weekly.

Key ideas will be presented within seminars and will be supported by a combination of set readings and individual/group work and debate in sessions.

Assessment Item 1:

• Assessment Type: CW

• Description: Journal and formative tasks (2,000 words equivalent)

• % Weighting: 40

Assessment Item 2:

• Assessment Type: CW

• Description: Essay (3,000 words)

• % Weighting: 60