| CODE | MSM5003 | ||||||||
| TITLE | Teaching for Learning Mathematics | ||||||||
| 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 this study-unit will focus on teaching styles, teaching approaches, teaching strategies, teaching skills, learning styles, multiple intelligences, learning skills and mathematical processes. The second part of will take a look at authentic learning opportunities and out-of-school learning opportunities. Finally, the third, and final, part will consider the differences between teaching mathematics at the secondary level and teaching mathematics at the post-secondary level. Study-Unit Aims: - To help student teachers learn about the characteristics of diverse teaching styles, approaches, strategies and skills; - To help student teachers learn how they can assist their pupils acquire the most important processes in mathematics; - To help student teachers learn about the main learning styles; - To help student teachers learn about providing opportunities for authentic learning and out-of-school learning; - To help student teachers learn about the differences between teaching at the secondary level and teaching at the post-secondary level; and, - To provide student teachers with opportunities to reflect on their past experiences as learners of mathematics; opportunities to work through a number of practical examples in the lecture room; and, opportunities to perform a number of teaching tasks in real life classrooms. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - describe the main characteristics of the closed, framed and negotiated teaching styles; - explain the principal elements of learning mathematics through exposition; learning mathematics through discovery and learning mathematics through exposition as well as the underlying learning theories; - discuss the essential factors of whole class teaching; group work and individual work; - identify the central elements of the following teaching skills: explaining, modelling, discussing, questionning, listening and consolidating; - compare and contrast the distinct characteristics of the main mathematical processes of problem-solving and investigating; - describe the main learning styles in the VAK model, namely the visual, auditory and kinesthetic learning styles; - classify the main components of Gardner's theory of multiple intelligences; - describe essential learning skills including thinking skills and metacognitive skills; - identify the implications of social-emotional maturity; - discuss the importance of authentic learning and out-of-school learning opportunities; and, - compare and contrast the teaching of mathematics at the secondary and post-secondary levels as well as describe underlying theory related to advanced mathematical thinking. 2. Skills: By the end of the study-unit the student will be able to: - plan, develop, deliver, evaluate, reflect on and adapt mathematics lessons for the secondary and post-secondary levels using the main teaching approaches (exposition, discovery & exploration), the principal teaching strategies (whole class, group work & individual work); the fundamental teaching skills (explaining, modelling, discussing, questionning, listening and consolidating) and which focus on the main mathematical processes (problem-solving & investigating); and, - plan, develop, organise, evaluate, reflect on and adapt authentic and out-of-school learning activities. 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. - 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. - Joyce, B., Weil, M. & Calhoun, E. (2015). Models of Teaching (9th edition). Upper Saddle River, New Jersey: Pearson. - Tall, D. (ed.) (1991). Advanced Mathematical Thinking. Dordrecht: Kluwer Academic. - Tomlinson, C.A. (2005). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd edition). Upper Saddle River, New Jersey: Pearson Merill Prentice Hall. 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) - Armitage, A. et al. (2007). Teaching and Training in Post-Compulsory Education (3rd edition). Maidenhead: Open University Press. - 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. - Hattie, J. & Yates, G. (2014). Visible Learning and the Science of How We Learn. 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. |
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| 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 |
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| LECTURER/S | Marouska Zahra Micallef |
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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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