Undergraduate Course: Mathematical Education (MATH10010)
|School||School of Mathematics
||College||College of Science and Engineering
|Credit level (Normal year taken)||SCQF Level 10 (Year 4 Undergraduate)
||Availability||Available to all students
|Summary||** In order to participate in the school experience required for this course, students must apply to join the 'Protecting Vulnerable Groups (PVG) Scheme'. Advice on how to do this will be issued on acceptance to the course. The process can take several weeks and must be completed before school visits begin in semester 1, week 8. **
This course surveys theories of learning and teaching mathematics. The ideas encountered will be considered in relation to two projects. The 'Primary School Project' involves working in local schools with 10-12 year olds. The 'Mathematics in Context Project' involves the study and presentation of a selected topic in mathematics in relation to its wider context. Students have the opportunity to think critically about mathematics education and make links between theory and practice.
This course has a quota and students need to apply for a place. See 'Special Arrangements' below.
This is an optional course for Honours Degrees in Mathematics and/or Statistics. Lectures and tutorials provide opportunities to consider theories relating to the learning and teaching of mathematics. Students develop their own views of the theory through reading as well as discussion and debate. For the 'Mathematics in Context Project', students work in small groups to research and present a topic of their choice to an appropriate audience during semester 1 (either the rest of the class or a group of secondary school pupils). For the 'Primary School Project', students work in small groups to plan and deliver a sequence of three lessons in two local primary schools. This involves six hours of teaching time at the end of semester 1 (guidance and teaching materials are provided). Assessment of the course involves a group report on the 'Primary School Project' (20%), the group presentation on 'Mathematics in Context' (20%) and an individual essay linking theory and practice in mathematics education (60%).
The course will consider questions such as: 'What is mathematics?', 'Why do we teach mathematics?', 'How do people learn mathematics?', 'How should mathematics be taught?', 'How can we assess mathematical understanding?', 'What motivates mathematics learning?', 'How do issues of social justice relate to mathematical education?'.
Entry Requirements (not applicable to Visiting Students)
|| Students MUST have passed:
|Prohibited Combinations|| Students MUST NOT also be taking
Developing as a Mathematics Educator (EDUA10167)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2019/20, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 18,
Seminar/Tutorial Hours 8,
External Visit Hours 8,
Summative Assessment Hours 1,
Programme Level Learning and Teaching Hours 4,
Placement Study Abroad Hours 8,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
|No Exam Information
On completion of this course, the student will be able to:
- Work collaboratively to research a chosen mathematical topic and teach an appropriate audience about it, paying particular attention to the wider context and applications of the topic.
- Team-teach a sequence of mathematics lessons in a local primary school (with support), and prepare a joint report reflecting on the experience.
- Critically analyse theory about the learning and teaching of mathematics, and make links between theory and practice.
|Graduate Attributes and Skills
||Students on single or combined degrees involving mathematics must apply for a place. These students will be given priority.
Other students should apply to the Course Organizer.
|Course organiser||Dr George Kinnear
Tel: (0131 6)50 5052
|Course secretary||Mrs Frances Reid
Tel: (0131 6)50 4883