| CODE | EPE5006 | ||||||||
| TITLE | Mathematics Education 5 – 11 | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||||
| DESCRIPTION | This study-unit focuses on the teaching and learning of mathematics at Primary level. In this study unit, the five mathematical strands are considered: Number, Algebra, Measurement, Geometry and Data Handling. The students are given various readings that introduce them to the content appropriate to the primary level and how one can teach mathematics through child-centred approaches. Lectures include further explanations and class and small group discussions on a selection of points in order to give students first hand experience of the methods that can be used with children. The study-unit will also address general topics including Assessment, ICT, problem solving, language & mathematics, Lesson planning and the preparation of Schemes of Work. The students will engage in critical analysis of the curriculum, school textbooks and national policies and/or projects. The students will be asked to research topics in order that they become self-directed learners themselves; they will also be asked occasionally to carry out tasks during their weekly field placements. Study-Unit Aims: The aim of this study-unit is to help students prepare to be good mathematics teachers at primary level (ages 5 - 11). This is achieved by helping the students understand the content that they are to teach, offering examples of how such teaching can be done in the primary classroom, guiding the students to become self-directed learners and encouraging them to carry out critical analysis. The study-unit will also link with other study units in the programme by addressing the aspect of 'class management' for mathematics and other primary subjects. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - articulate mathematical ideas relating to the areas of number, algebra, measurement, geometry and data handling; - distinguish between different types of mathematical problems and be able to explain teaching methods in this regard; - distinguish between assessment-for-learning and summative assessment; - recognise different teaching methods, including ones that engage children in action and thought; - explain various strategies that support class management for the creation of a positive learning environment for mathematics and other primary subjects; - distinguish between pedagogies more suitable for Early Years (ages 5 - 7) and older children (ages 8 -11); - state some common mathematical difficulties and their possible origins; - outline the main components of a Scheme of Work and lesson plan; - critically evaluate national policies, documents and projects related to mathematics education in Malta; - develop a positive attitude to researching knowledge necessary for teaching mathematics at primary level. 2. Skills: By the end of the study-unit the student will be able to: - plan for teaching/learning ideas related to number, algebra, measurement, - geometry and data handling; - draw up Scheme of Work for primary mathematics; - draw up inclusive child-centred lesson plans, including giving attention to children who need support and those who are gifted; - plan for using language appropriately during lessons (English, Maltese, mathematical language); - identify appropriate problem solving contexts; - plan procedures for assessing mathematical aspects; - make decisions regarding the use of ICT software and websites; - implement and evaluate, during field placement tasks, various age-appropriate class management strategies to enhance learning in a variety of lessons (mathematics and other subjects); - recognise students with notable mathematical difficulties that may need specialised support; - make critical use of available textbook activities; -critique national policies, curricula and syllabi related to mathematics; - develop research skills necessary for continuous professional development with regard to primary mathematics education. Main Text/s and any supplementary readings: Main Texts: - Van de Walle, J.A., Karp, K.S. & Bay-Williams, J.M. (2013). Elementary and Middle School Mathematics: Teaching Developmentally. (8th Edition). Boston: Pearson. - Gates, P. (Ed). (2001). Issues in Mathematics Teaching. London: Routledge. Supplementary Readings: - Bramall, S. and White, J. (2000). (Ed.) Why Learn Maths? London: Institute of Education. - Cruikshank, D., Bainer Jenkins, D., and Metcalf, K.K. (2011). The Act of Teaching (6th Edition). Berkshire, UK: McGraw-Hill. - Ernest, P. (2011). The Psychology of Learning Mathematics: the Cognitive, Affective, and Contextual Domains of Mmathematics Education. Saarbrucken, Germany: Lambert Academic Publishing. - Koshy, V., Ernest, P. and Casey, R. (2000). Mathematics for Primary Teachers. London: Routledge. - Suggate, J. Davis, A and Goulding,M. (2010). Mathematical Knowledge for Primary Teachers. (4th Edition). London: Routledge. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: An undergraduate degree is necessary for entry into the Programme. | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Marie Therese Farrugia |
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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 2024/5. It may be subject to change in subsequent years. |
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