Module EFPM324 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM324: Technology in Mathematics Education: Shaping Mathematical Knowledge in the 21st Century
This module descriptor refers to the 2019/0 academic year.
Module Aims
The aim of the module is for you to a) learn about how technological affordances impact on shaping mathematical knowledge and understanding, b) based on existing theories, develop your own ways of understanding of theoretical aspects of the teaching and learning of mathematics with technologies c) design and evaluate effective mathematical learning environments with technology for your own teaching contexts.
Specifically the module will enable you to:
explore current technology, affordances and potential in the teaching and learning of mathematics
develop a understanding about how affordances of technologies will impact on shaping learners’ knowledge of mathematical concepts
develop a conceptual and practical understanding of the nature of effective teaching and learning of mathematics with technology
identify the possible impacts of technological innovative teaching
develop skills to design and implement learning activities and units which reflect on theoretical underpinnings of teaching and learning of mathematics with technology
critically evaluate existing research in mathematics education with technology
develop your own pedagogy with technology in mathematics
| On successfully completing the programme you will be able to: | |
|---|---|
| Module-Specific Skills | 1. demonstrate a critical awareness of theoretical perspectives and practical concerns in mathematics education with technology informed by your reading and professional practice; 2. demonstrate the ability to identify affordances of technologies and analyse how learners knowledge of mathematical concepts will be shaped by these affordances; 3. demonstrate the ability to evaluate existing software, to design innovative learning environments with technology and to evaluate critically by utilising relevant theories; |
| Discipline-Specific Skills | 4. identify systematically and evaluate insightfully current research and advanced scholarship relevant to the field of education and educational technology; 5. apply theoretical insights, through critical reflection, to evaluate professional practice with technology; 6. present data and findings in a form appropriate for educational and technological contexts; |
| Personal and Key Skills | 7. demonstrate the ability to identify and critically discuss current issues in education; 8. demonstrate the ability to reflect independently, critically and creatively on professional practice; 9. demonstrate the ability to construct organised, structured, critically reflective and analytic writing; 10. demonstrate the ability to manage time and engagement in the context of masters level study that has a high level of independent study; 11. demonstrate the ability to take the initiative in contributing collaboratively in interactive learning contexts; 12. demonstrate communication skills both oral and written and in on-line contexts. |
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 |
|---|---|---|---|
| Video/online presentation of critical reflections of reading & practice | 10-15 minutes presentation/edited video | 1, 2, 4, 5, 7-12 | Written peer assessment and tutor feedback |
| Constructive comments/discussion on presentations/videos from peers | No fixed word length | 1-12 | Written peer assessment and tutor feedback |
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 |
|---|---|---|---|---|
| Critical evaluation of learning environments with technology and how they influence on shaping students mathematical understanding | 75 | 6000 words | 1, 2, 4, 5, 7-12 | Written summative feedback |
| Designing a lesson / activity plan with digital learning environments with critical annotations | 15 | 1000 words | 1, 3, 4, 6, 7-12 | Written summative feedback |
| Contributions to online discussions | 10 | 500 words equivalent | 1-12 | Written summative feedback |
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 |
|---|---|---|---|
| Critical evaluation of learning environments with technology (6000 words | Critical evaluation of learning environments with technology (6000 words) | 1, 2, 4, 5, 7-12 | 6 weeks |
| Designing a lesson / activity plan with digital learning environments with critical annotations (1000 words) | Designing digital learning environments with critical annotation (1000 words) | 1, 3, 4, 6, 7-12 | 6 weeks |
| Contributions to online discussions | Reflection on online discussion experience (500 words) | 1-12 | 6 weeks |
Re-assessment notes
If students are referred/deferred with regard to their contributions to the online discussions, then they will be asked to submit written reflections on their experience of online learning in this module (max. 500 words)
