| CODE | PRE1128 | |||||||||
| TITLE | Mathematics, Science and Technology at Primary School Level | |||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | |||||||||
| MQF LEVEL | 5 | |||||||||
| ECTS CREDITS | 6 | |||||||||
| DEPARTMENT | Early Childhood and Primary Education | |||||||||
| DESCRIPTION | This study-unit focuses on the teaching and learning of mathematics and science at primary level. For the mathematics component, the main strands of mathematics will be addressed, namely, number and algebra, geometry (shape and space), measurement and data handling. The students are given readings that help them to appreciate the content appropriate to the primary level and how one might plan the teaching of these strands. The students are also shown how to structure a lesson plan and how to write out long term schemes of work. In the case of science, the role and benefit of doing science is introduced. The inquiry-based approach to teaching science is described and practical examples of its implementation to the primary curriculum in science are provided. Students will be involved in designing inquiry-based activities in science for primary students. Other aspects tackled include: children's ideas in science, language in science, assessment in science. Study-unit Aims Since the students are already in employment, the aim of this study-unit to to help them strengthen their knowledge of the mathematics and science, both in terms of content relevant to the primary curriculum and also in terms of appropriate pedagogy. The study unit will help students reflect on their classroom practice for these subjects.In the case of science, students will develop skills to organise inquiry-based science activities in line with the requirements of the National Curriculum Framework. Learning Outcomes 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - articulate mathematical ideas relating to the key mathematical strands of number & algebra, measurement, geometry and data handling; - use various modes of representation (models, language, symbols) to express mathematical ideas; - discuss critically the local syllabus and textbook used in schools; - identify different alternative ideas which children have with respect to various scientific phenomena; - define the main characteristics of inquiry-based activities in science; - identify and describe simple scientific concepts tackled within the primary curriculum. 2. Skills: By the end of the study-unit the student will be able to: - plan for teaching/learning ideas related to number, measurement, geometry and data handling (generally); - plan to cater for differentiated learning; - write out a lesson plan; - plan schemes of work; - design inquiry-based activities which are appropriate to the age of students taught; - identify scientific technical words and develop strategies for introducing them to primary level children; - develop various assessment strategies to determine children's learning. Main Text/s and any supplementary readings Mathematics Main text Van de Walle,J.,Karp, K.s., and Bay-Williams,J.M. (2010). Elementary and Middle School Mathematics: Teaching Developmentally (7th Edition).N.Y.Longman Harlen W & Qualter A., (2009), The Teaching of Science in Primary School, London:Routledge Other texts Clemson, D and Clemson, W. (1994). Mathematics in the Early Years. London: Routledge Frobisher, L. et al (2007). Learning to Teach Shape and Space. Cheltenham, U.K.: Nelson Thornes Gatt, S. and Vella, Y. (Eds). (2003).Constructivist Teaching in Primary School: Examples from Social Studies, Mathematics, Science, ICT and Technology. Malta: Agenda Harlen W, (2005), Teaching, learning and assessing Science 5-12, London: Sage Publication Ltd Haylock, D. (2005) Mathematics Explained for Primary Teachers. London: Paul Chapman Haylock, D. (1991). Teaching Mathematics to Low Attainers 8 – 12. London: Paul Chapman Koshy, V. (2001). Teaching Mathematics to Able Children. London: David Fulton National Council of Teachers of Mathematics (2000). Principles and Standards in School Mathematics. Reston, VA: NCTM Sperry Smith, S.( 2009). Early Childhood Mathematics. Boston: Allyn & Bacon |
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| STUDY-UNIT TYPE | Lecture and Independent Study | |||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Marie Therese Farrugia Suzanne Gatt |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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