Postgraduate Course: Numeracy, Learners and Learning (EDUA11373)
Course Outline
| 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 |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| 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.
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| Course description |
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
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
| Not being delivered |
Learning Outcomes
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.
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Reading List
INDICATIVE TEXTS:
Barclay, N. (2021). Valid and valuable: lower attaining pupils¿ contributions to mixed attainment mathematics in primary schools. Research in Mathematics Education, 23(2), 208-225
Ineson, G. & Povey, H. (2020) Debates in mathematics education (Second ed.) New York, NY: Routledge
Rittle-Johnson, B. & Schneider, M. (2015) 'Developing conceptual and procedural knowledge of mathematics.' in R. Cohen Kadosh & A. Dowker (eds). Oxford Handbook of Numerical Cognition. Oxford: Oxford University Press.
Sawatzki, C. (2016) ¿Insights from a financial literacy task designer: The curious case of problem context¿ in B. White, M. Chinnappan & S. Trenholm (Eds.). Opening up mathematics education research (Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia), pp. 576¿583. Adelaide: MERGA.
Webb, N.M., Franke, M.L., Johnson, N.C., Ing, M. & Zimmerman, J. (2021) Learning through explaining and engaging with others¿ mathematical ideas, Mathematical Thinking and Learning
Williams, H.J. (2022) Playful Mathematics for children 3 to 7 London: SAGE
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Additional Information
| 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.
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| Keywords | teaching numeracy,pedagogy of number,numeracy education,learning about number,educational psychology |
Contacts
| Course organiser | Mrs Ruth Forrester
Tel: (0131 6)50 5052
Email: ruth.forrester@ed.ac.uk |
Course secretary | Mrs Melania Chaverri Coto
Tel: (0131 6)51 6210
Email: mchaverr@ed.ac.uk |
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