Postgraduate Module Descriptor

EMAM009: Semi Specialist Maths (Primary)

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

Module Aims

The module will focus on extending the breadth and depth of your understanding of mathematics education in several directions, in order that you can develop children’s mathematics learning in a number of ways. These include:

developing a coherent philosophy for mathematics as a creative and imaginative subject
recognising the potential for enriching the learning of mathematics through different learning environments
gaining a deeper understanding of approaches to mathematics, in particular problem solving and mathematical reasoning, to understand its place in the curriculum and ways in which it can relate to other subjects.
developing an initial understanding of leadership in mathematics to enable you to evaluate and select materials, understand the importance of assessment and target setting, and support your colleagues’ mathematics teaching.
being able to teach mathematics creatively and being aware of gender, inclusion and social and cultural backgrounds.
developing skills in supporting your colleagues in their subject knowledge, enriching your personal subject and pedagogical knowledge
to understand the contexts and strategies of informal learning and be able to incorporate this knowledge into your practice as a teacher.
to 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.
to help you to meet the Standards required for the award of Qualified Teacher Status (2012) and thus be in a very good position to gain employment as a primary teacher able to specialize in science teaching.

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 Skills	1. identify and evaluate educational concepts and issues related to the teaching of mathematics ; and engage in critical debate about current educational issues in the teaching of mathematics drawing on evidence from theory, research and practice; 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 in Key Stage 1&2; 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 in educational studies; 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, committee 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 wider field of mathematics education.

Whilst the precise contents and order may vary from year to year, key elements of the module might include:

Mathematics workshop programme covering:

education theories related to good mathematics learning and teaching; emphasis on problem solving and mathematical reasoning;
exploration of common misconceptions;
creating a problem solving booklet and resources; critiquing resources and commercial schemes;
mathematical thinking and the role of talk in developing children’s mathematics;
collaborative learning and interactive classrooms;
using ICT to develop mathematical thinking and spatial awareness;
multi-cultural approaches to calculation and strategy games;
cross curricular approaches – links to Art and science;
mathematics in outdoor learning environments through Forest School, mathematics trails and visits;
knowledge of the Early Years and KS3 curriculum

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
51	249	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	33	Practical classes and workshops: Mathematics Pedagogy & theory workshops; Peer Teaching and Subject Support Groups
Scheduled Learning & Teaching activities	8	Seminar Days
Scheduled Learning & Teaching activities	9	Pathway activities
Scheduled Learning & Teaching activities	1	Tutorials with academic tutor
Guided independent study	40	Ready set texts
Guided independent study	50	Wider reading
Guided independent study	22	Web-based activities
Guided independent study	35	Seminar/workshop preparation and follow up
Guided independent study	12	Peer teaching activity preparation
Guided independent study	30	Learning support group preparation
Guided independent study	60	Coursework assignment preparation

Online Resources

This module has online resources available via ELE (the Exeter Learning Environment).

Web based and electronic resources:

Nunes, T. Bryant, P.and Watson, A (2009) Key Understandings in Mathematics Learning Nuffield Foundation accessible fromhttp://www.nuffieldfoundation.org/key-understandings-mathematics-learning accessed 03/07/12

See Ian Thompson’s wide range of articles – in particular ‘Deconstructing the PNS approach to calculation’ parts 1 – 4 available from http://www.ianthompson.pi.dsl.pipex.com/index_files/Page352.htm accessed 03/07/12