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MAU34900 Mathematics education

Module Code	MAU34900
Module Title	Mathematics education
Semester taught	Semesters 1,2 (yearlong)
ECTS Credits	10
Module Lecturer	Prof. Miriam Logan Dr. Aibhin Bray
Module Prerequisites	N/A

Assessment Details

This is by means of coursework: a mathematical autobiography (5%); a project related to mathematics curricula (60%);a report on the classroom experience or equivalent (30%); tutorial exercises involving postings to the module’s discussion forum (5%).

The module is passed if the overall mark for the module is 40% or more. If the overall mark for the module is less than 40% and there is no possibility of compensation, the module will be reassessed by one or more summer assignments in advance of the supplemental session.

Contact Hours

Number of lectures per week: Initially 3 (including tutorials); later, equivalent time helping students, ideally in school or College classrooms (“classroom experience”), together with some lectures / tutorials.

Description

This module is designed for people who are interested in mathematics education at all levels, but particularly in second-level schools. It is likely to be of special interest to those considering a career in teaching. A major part of the module is devoted to classroom experience, for which it is intended that students spend time in classrooms, typically in second-level schools acting as assistants to teachers or in help-rooms supporting mathematics lectures – for example, for the Trinity Access Programme. (In some cases, students may work in other settings such as school homework clubs or adult education classes.) This not only makes a contribution to Irish society by helping to enhance the learning of mathematics, but also ideally gives students a chance to encounter classrooms “from the other side.” The experience typically starts in the second semester and continues at the rate of three classes per week until Easter, but other arrangements may be made with individual schools or programmes. In lectures, school curriculum and teaching are discussed, with emphasis on changes in Irish second-level schools: the “Project Maths” initiative, the more recent revision of the Junior Cycle curriculum, the anticipated reform of the Leaving Certificate, and the (Trinity-based) Access Maths project that aims to empower teachers and students in engaging with Junior Cycle mathematics. There is a focus also also on initiatives and developments at other levels and in other countries. Consideration is given to theories of learning mathematics, and students are expected to reflect on their classroom experience in the light of these. By critiquing their own experience of mathematics, and noting the perceptions of mathematics in the wider population, students are led to consider the nature of mathematics and the philosophies of mathematics education.
Aims: The module aims to introduce key issues in mathematics education (with particular focus on recent, current and likely future developments in Ireland) and to give students experience of helping in mathematics classrooms or similar settings – thus assisting both the learners and their teachers.

Learning Outcomes

On successful completion of this module, students will be able to

Describe, critique and apply major theories about mathematics teaching and learning;
Outline and critique the context, aims, learning outcomes, content, resource implications and assessment procedures of Irish school mathematics curricula, in the context of international developments;
Identify and describe their own current beliefs about the nature of mathematics and their philosophies of mathematics education;
Report on their classroom experience or equivalent in the light of theories and topics addressed:

Describing approaches to teaching and learning, and analysing the student behaviours observed
Describing and analysing their own reactions;

Research and present a project on a topic that appears, or might appear, in mathematics curricula.

Module Content

The following five topics are considered in lectures:
1. Introduction and overview;
2. Attitudes to mathematics;
3. Learning and teaching mathematics;
4. Mathematics curricula;
5. The nature of mathematics and philosophies of mathematics education.
Teaching and learning methods: The main methods used are expository teaching and discussion (face-to-face and/or online), workshops, and independent study. People involved in Irish mathematics education may be invited to speak. For the classroom experience, students work as required by the cooperating teacher/organiser.