Postgraduate Module Descriptor

EDUM047: Secondary Mathematics Subject Knowledge and Pedagogy

This module descriptor refers to the 2019/0 academic year.

Module Aims

The principal aims of the module are to:

•      enable you to gain a comprehensive and up to date 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 educational theory.

Intended Learning Outcomes (ILOs)

This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills1. 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 secure subject content knowledge and pedagogic subject knowledge in mathematics;
4. demonstrate secure understanding of the requirements of the National Curriculum for mathematics;
Discipline-Specific Skills5. 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 Skills10. 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.

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. & Timlin, R. (2013). Teaching mathematics in the secondary school (2nd Ed.). 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., Lee, C. & Pimm, D. (Eds) (2017). Learning to teach mathematics in the secondary school (4th 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.