Postgraduate Course: Numeracy, Learners and Learning (EDUA11373)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||This course aims to develop depth of understanding of key ideas relating to the teaching of numeracy and to equip student teachers with the necessary knowledge and skills for this role.
As part of a professional Masters programme of initial teacher education, this course deals with the teaching of numeracy.
The course will facilitate understanding of theory relating to the psychology of learning numeracy, along with the development of pedagogical content knowledge (Shulman, 1986) necessary for effective teaching of numeracy concepts and skills. Students will analyse and critique research-informed theory relating to the development of numerical understanding, drawing on mathematics education and wider educational perspectives.
Students will also critically analyse and debate a range of issues of current concern in relation to the teaching of numeracy. Topics may include the role of technology and implications for the curriculum; transferability of numeracy concepts to solve problems in varied contexts and implications for interdisciplinary learning; approaches to tackling learning difficulties and misconceptions; diverse attainment and the effects of growth / fixed mindsets and setting by ability on numeracy teaching and learning.
The course will take an enquiry based learning approach: students will explore contemporary research findings, synthesise and apply them creatively to inform their own practice in the classroom, evaluate the learning and teaching, and reflect in depth on the interaction between theory and practice. This experience will be used to inform in-depth collaborative learning with tutors, school mentors and peers. The authentic learning approach exemplifies a pattern appropriate for career-long professional learning.
On-campus seminars: 20 hours
On-campus structured group activities: 20 hours
Site-based learning: 70 hours
Self-directed study: 90 hours
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2022/23, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||1. Professional learning journal (format and content to be negotiated with students at the beginning of the course). Formatively assessed
2. Individual presentation (written or oral) linking numeracy theory and practice.
Summatively assessed (3000 words or equivalent) (75%)
3. Group presentation.
Summatively assessed (1000 word equivalent) (25%)
Compensation is available on this course, i.e the final mark for the course will be the total of the two summative tasks, regardless of the individual scores for each.
|| The professional learning journal will feed in to site-based and university-based seminar discussions throughout the course. This will allow students to receive feedback from peers, school mentors / cluster tutors and university tutors.
Feedforward on plans and feedback on summatively assessed elements will be provided, combining oral and written comments by tutors and peers.
|No Exam Information
On completion of this course, the student will be able to:
- Show critical understanding of the principal theories, concepts and principles relating to the teaching of numeracy in schools.
- Demonstrate ability to develop and apply pedagogical content knowledge (including subject knowledge) of numeracy needed to practice effectively as a teacher.
- Critically analyse, evaluate and synthesise a range of perspectives on current issues of concern in numeracy education.
- Analyse their learning on this course in relation to relevant core concepts of social justice, sustainability, global perspectives, digital and statistical literacies and professional inquiry skills.
Ferme, E. (2014) 'What can other areas teach us about numeracy?' Australian Mathematics Teacher 70 (4)
Lemonidis, C (2015) Mental Computation and Estimation: Implications for mathematics research, teaching and learning. London: Taylor and Francis
Leslie, D. and Mendick, H. (eds) (2014) Debates in Mathematics Education. Abingdon: Routledge
Marks, R. (2014) 'Educational triage and ability-grouping in primary mathematics: a case-study of the impacts on low-attaining pupils.' Research in Mathematics Education 16(1) p.38-53
Rittle-Johnson & Schneider (2015) 'Developing conceptual and procedural knowledge of mathematics.' in R. Cohen Kadosh & A. Dowker (eds). Oxford Handbook of Numerical Cognition. Oxford: Oxford University Press.
Wright, R., Ellemor-Collins, D. and Tabor, P. (2012) Developing number knowledge: Assessment, Teaching and intervention with 7-11 year olds. London: Sage.
|Graduate Attributes and Skills
||Graduate attributes will include:
- ability to conduct research and enquiry into relevant issues through research design, the collection and analysis of quantitative and qualitative data, synthesising and reporting;
- ability to be critically self-aware, self-reflective and to self-manage in order to fully maximise potential;
- appreciation of the importance of the development of lifelong learning skills as part of continuing personal and professional development;
- ability to collaborate and debate effectively to test, modify and strengthen their own views and the communication skills to negotiate or persuade and influence others;
- ability to communicate effectively knowledge, understanding and skills, in a range of settings, and using a variety of media;
- ability to set objectives, motivate, monitor performance, coach and mentor.
|Keywords||teaching numeracy,pedagogy of number,numeracy education,learning about number,educational psychology
|Course organiser||Mrs Ruth Forrester
Tel: (0131 6)50 5052
|Course secretary||Miss Annabelle MacInnes
Tel: (0131 6)51 7761