Module EDUM047 for 2017/8
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EDUM047: Secondary Mathematics Subject Knowledge and Pedagogy
This module descriptor refers to the 2017/8 academic year.
Module Aims
The principal aims of the module are to:
- enable you to gain a comprehensive understanding of the background theory, issues and practice relating to current teaching of Mathematics in the secondary curriculum;
- support you to meet the Standards required for the award of Qualified Teacher Status; and
- nurture your development as a reflective and autonomous professional practitioner who is able to identify strengths and areas for development in your subject knowledge and pedagogy, through evaluating current professional practice in relationship to developments in research and curriculum theory.
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 1. identify and evaluate educational concepts and issues related to Mathematics education; 2. recognise pupils learning needs in Mathematics and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work; 3. demonstrate confident academic and pedagogic subject knowledge to teach Mathematics; 4. demonstrate secure understanding of the statutory requirements of the National Curriculum for Mathematics; |
Discipline-Specific Skills | 5. critically evaluate the relevance of educational theory to practice; 6. synthesise relevant educational literature in support of an argument; 7. use appropriate technologies for data handling and writing in education; 8. present data and findings in a form appropriate for educational contexts; 9. use research data in support of an argument in education; |
Personal and Key Skills | 10. manage your own learning development; 11. learn effectively and be aware of your own learning strategies; 12. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes; 13. work productively in different kinds of teams (formal, informal, project based, etc); and 14. think creatively about the main features of a given problem and develop strategies for its resolution. |
Module Content
Syllabus Plan
The module introduces students to current thinking in the teaching of Mathematics and develops students’ pedagogic and academic subject knowledge in the field of Mathematics education. Key elements of the module include:
- Theory, planning, reflection and development seminars to cover the theoretical basis of Mathematics education and how this is linked to practical concerns in the classroom.
- Classroom pedagogy seminars to cover the range of practice in current Mathematics teaching. These also act to refresh students subject knowledge in Mathematics.
- Peer Teaching.
- Seminar Days: Five days when students return to the university to share school-based work experiences and develop the links between theoretical and practical aspects of teaching Mathematics.
On the Secondary PGCE, you will learn and reflect on the skills and knowledge required by the programme’s credit-bearing and non-credit bearing modules throughout the year. You will need to think about the modules in relation to each other. To facilitate this, the learning and teaching activities and guided independent study described below are scheduled to occur across all three terms both in the context of your university taught course and in the context of your 24 weeks of applied professional experience in schools.
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
103 | 197 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning & Teaching activities | 41 | Seminars: Theory, planning, reflection and professional development |
Scheduled Learning & Teaching activities | 23 | Seminars: Classroom pedagogy |
Scheduled Learning & Teaching activities | 26 (8hrs with tutors; 18hrs independently) | Peer Teaching |
Scheduled Learning & Teaching activities | 10 | Seminar Days |
Scheduled Learning & Teaching activities | 3 | Tutorials with academic tutor |
Guided Independent Study | 197 | Independent Study |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Written notes about 2 week school induction period | 2 weeks in schools prior to beginning course | 1, 2, 5, 13 | Verbal (tutorial) and written |
Statement on personal vision for Mathematics education | 500 words | 1, 10, 12 | Peer feedback |
Written subject knowledge audit | 3 hours | 3,4,10,11 | Verbal (tutorial) and written action plans |
Reflection on the nature of Mathematics and how this might affect your approach to teaching | 500 words | 1, 3, 6, 9 | Written feedback from tutor |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Written assignment | 100 | 6,000 words | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 | Written feedback & opportunity to discuss this on seminar day |
0 | ||||
0 | ||||
0 | ||||
0 | ||||
0 |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Written assignment | Resubmission of essay (6,000 words) | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 | See notes below. |
Re-assessment notes
RE-ASSESSMENT NOTESIf a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed.
You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final Exam Board in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the Exam Board with the fail mark. You will then be referred to the Consequences Board who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1st September. You should discuss these options with your tutor
Note: if you choose the second option, the award of PGCE will be delayed until the Exam Board following any successful resubmission (normally held in December).
In the case of the assignment for the Education and Professional Studies module, there may not be time to mark a resubmitted assignment before the end of the programme; this will mean that the award of PGCE will be delayed until the first Examination Board after July (this is normally held in December).
If an assignment is deemed to be a Fail by the Exam Board, the mark obtained on resubmission will be capped at 50%.
Indicative Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Black, L., Mendick, H., Solomon, Y. (2009). Mathematical relationships in education: Identities and participation. London: Routledge.
Black, P., Harrison, C., Lee, C., Marshall, B. Wiliam, D. (2002) Working inside the black box: Assessment for learning in the classroom. London: nferNelson.
Black, P. Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. London: nferNelson.
Boaler, J. (1997). Experiencing school mathematics. Buckingham: OUP.
Chambers, P. (2008). Teaching mathematics. London: SAGE.
Ernest, P. (1990). The philosophy of mathematics education. London: Falmer.
Hodgen, J. Wiliam, D. (2006). Mathematics inside the black box: Assessment for learning in the mathematics classroom. London: nferNelson.
Johnston-Wilder, S., Johnston-Wilder, P., Pimm, D. Lee, C. (eds) (2010). Learning to teach mathematics in the secondary school (3rd Ed.). London: Routledge.
Joseph, G. (2000). The crest of the peacock: Non-European roots of mathematics. (2nd Ed.). London: Penguin.
Mujis, D. Reynolds, D. (2011). Effective teaching (3rd Ed). London: SAGE.
Rogers, B. (2011). Classroom behaviour (3rd Ed.). London: SAGE.
Solomon, Y. (2009). Mathematical literacy: Developing identities of inclusion. London: Routledge.
Tanner, H. & Jones, S. (2000) Becoming a successful teacher of mathematics. London: Routledge.
Web based and electronic resources: see PGCE Mathematics course on ELE (http://vle.exeter.ac.uk/)