Study-Unit Description

Study-Unit Description


CODE MSM5001

 
TITLE Becoming a Mathematics Teacher

 
UM LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
MQF LEVEL 7

 
ECTS CREDITS 5

 
DEPARTMENT Mathematics and Science Education

 
DESCRIPTION The first part of the study-unit will focus on mathematics and its place in school curricula while the second part will look at the process of planning, preparing, delivering, evaluating, reflecting and adapting mathematics schemes of work, topics and lessons. The third, and final, part will consider the process of observing and reflecting on mathematics lessons with the aim of building up professional knowledge of teaching and learning as well as professional judgement about managing learning.

Study-Unit Aims:

The main aims of this study-unit are:
- To help student teachers learn to reflect on mathematics and its place in school curricula.
- To assist student teachers to learn how to plan, prepare, deliver, evaluate and adapt mathematics schemes of work, topics and lessons.
- To help student teachers to acquire the ability to observe and reflect on mathematics lessons with the aim of building up professional knowledge of teaching and learning as well as professional judgement about managing learning.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:
- discuss the dual nature of mathematics as product and process;
- propose and justify why mathematics should be taught to all pupils;
- explain the role of mathematics in the National Curriculum Framework;
- name and describe the structure of mathematics curriculum documents including LOF and SEC documents;
- discuss the implications of the hierarchical structure of the mathematics curriculum across the primary, secondary and post-secondary sector;
- describe the role of Mathematics Education Officers & Heads of Department in interpreting and implementing the mathematics curriculum;
- explain why planning, preparing, evaluating and adapting mathematics schemes of work, topics and lessons is crucial for effective teaching and learning;
- compare and contrast instrumental and relational understanding as well as conceptual and procedural knowledge;
- describe the main components of a mathematics lesson and lesson plan (introduction, development and closure);
- explain the importance of accurate record keeping (attendance, record of finished work, assessment marks);
- explain the importance of evaluating and reflecting on performance (self evaluation) as well as on the evolving relationship with the pupils (class & pupil profiles);
- explain the importance of the affective domain - feelings and motivation (intrinsic and extrinsic);
- describe various classroom management strategies (using tactical ignore, using appropriate language, making appropriate verbal & non-verbal signals, making presence felt, using privately understood signals, pausing & directing, distracting & diverting, using partial agreement, disengaging pupil, using closed questions, setting appropriate seating arrangements, using face-saving time, using cool-off time);
- explain the importance of keeping a teaching practice file;
- describe how one can collaborate to plan, prepare, deliver, evaluate and adapt mathematics schemes of work, topics and lessons;
- explain how one can use the textbook to teach mathematics;
- explain how one can use the IWB to teach mathematics; and,
- explain why it is important to observe and reflect on mathematics lessons with the aim of building up professional knowledge of teaching and learning as well as professional judgement about managing learning.

2. Skills:

By the end of the study-unit the student will be able to:
- plan, prepare, deliver, evaluate and adapt mathematics schemes of work, topics and lessons based on the principle of teaching for understanding and on the principle of learning should be tailor made to pupils' motivation and levels of attention;
- plan, prepare, deliver, evaluate and adapt the various components of a mathematics lesson (introduction, development, closure);
- keep accurate records (attendance, record of finished work, assessment marks);
- write about his/her evaluations and reflections on his/her performance in class (self-evaluations);
- write about his/her evaluations and reflections on his/her relationship with pupils (self-evaluations);
- use various classroom management strategies (using tactical ignore, using appropriate language, making appropriate verbal & non-verbal signals, making presence felt, using privately understood signals, pausing & directing, distracting & diverting, using partial agreement, disengaging pupil, using closed questions, setting appropriate seating arrangements, using face-saving time, using cool-off time) in appropriate circumstances;
- teach collaboratively with others;
- use the textbook to teach mathematics;
- use the IWB to teach mathematics; and,
- observe and reflect on mathematics lessons with the aim of building up professional knowledge of teaching and learning as well as professional judgement about managing learning.

Main Text/s and any supplementary readings:

Main Texts:

- Capel, S., Leask, M. & Turner, T. (2013). Learning to Teach in the Secondary School: A Companion to School Experience (6th edition). Abingdon: Routledge.
- Cohen, L., Manion, L., Morrison, K. & Wise, D. (2010). A Guide to Teaching Practice. Abingdon: Routledge.
- Cowan, P. (2006). Teaching Mathematics: A Handbook for Primary & Secondary School Teachers. London: Routledge.
- Johnston-Wilder, S., Johnston-Wilder, P., Pimm, D., & Lee, C. (2011). Learning to Teach Mathematics in the Secondary School: A Companion to School Experience (3rd edition). Abingdon: Routledge.
- Wragg, E.C. (2001). Class Management in the Secondary School. London: RoutledgeFalmer.

Students will also be given a pack containing handouts and worksheets prepared by the lecturer using various other texts such as those in the list of supplementary texts.

Supplementary Readings:
(The following supplementary texts are also useful)

- Chambers, P. & Timlin, R. (2013). Teaching Mathematics in the Secondary School (2nd edition). London: Sage.
- Foster, C. (2013). The Essential Guide to Secondary Mathematics: Successful and Enjoyable Teaching and Learning. Abingdon: Routledge.
- Ollerton, M. (2009). The Mathematics Teacher's Handbook. London: Continuum.
- Ollerton, M. (2014). 100 Ideas for Secondary Teachers: Outstanding Mathematics Lessons. London: Bloomsbury.
- Savage, J. (2011). Cross-Curricular Teaching and Learning in the Secondary School. Abingdon: Routledge.
- Tanner, H. & Jones, S. (2000). Becoming a Successful Teacher of Mathematics. Abingdon: RoutledgeFalmer.

 
ADDITIONAL NOTES Pre-requisite Qualifications: 70 ECTS at Undergraduate level or higher in Mathematics

 
STUDY-UNIT TYPE Ind Online Learning, Lecture, Placement & Tutorial

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Sept. Asst Session Weighting
Portfolio See note below Yes 100%
Note: Assessment due will vary according to the study-unit availability.

 
LECTURER/S Leonard Bezzina
Matthew Montebello

 

 
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.

Study at UM

https://www.um.edu.mt/course/studyunit