Undergraduate Module Descriptors 2012/13
BED246: Mathematics 2
| Module Title |
Mathematics 2 |
| Module Code |
BED246 |
| Module Tutor |
Jacqueline McNeil |
| School |
Institute of Education and Public Services |
| CAT Points |
12 |
| Level of Study |
5 |
| Pre-requisites |
Before taking this module you must pass BED146 |
| Co-requisites |
None |
| Restrictions |
None |
| Brief Description |
The module aims to develop the students’ ability to teach Number, Algebra, Data Handling, Measures, Shape & Space and Using and Applying mathematics in the Foundation Stage, Key Stage 1 and 2. The students’ will develop their knowledge of the National Curriculum and Primary National Strategy and use their knowledge to organise and assess the mathematical learning of children. |
| Indicative Syllabus |
This modules covers: number, shape and space, measures, data handling, algebra, problem solving and the use of ICT in preparing the students to plan, teach and assess these topics in school. The delivery of the module will be differentiated according to the route students take (3 - 7 or 5 - 11). |
| Learning Outcomes |
i. Knowledge and Understanding
1) Have deepened their working knowledge and understanding of the requirements of the Primary National Strategy, in either the Foundation Stage and Key Stage 1 or Key Stage 1 and Key Stage 2/3, and understand the relevant mathematical concepts;
2) Are familiar with the underlying Programmes of Study and Attainment Targets and the relationship between them;
3) Have deepened their knowledge and understanding of mathematics in order to underpin the effective teaching of primary mathematics and can teach the required or expected knowledge, understanding and skills relevant to mathematics for pupils in Foundation Stage, Key Stages 1 and 2 ;
4) Have deepened their knowledge of pupils’ progress in mathematics by being aware of the expectations, typical curricular, and teaching arrangements for the phases before and after chosen age range;
5) Have developed their understanding of the purposes of assessment, recording, and reporting in promoting mathematical learning and make appropriate use of a range of monitoring and assessment strategies to evaluate pupils progress towards planned learning objectives;
6) Have developed their understanding of differentiation in the teaching of mathematics;
7) Have deepened their understanding of the ways in which workplace ethos and organisation promotes positive attitudes towards mathematics (have a developing understanding of how and when to use ICT to enhance their teaching of mathematics.
ii. Skills
1) Plan for progression across the age and ability range for which they are trained;
2) Plan and teaching sequences of lessons that make use of a range of teaching strategies and resources;
3) Use a range of assessment, monitoring and recording strategies;
4) Use diagnostic assessment to identify a pupil’s misconceptions and plan appropriately;
5) Evaluate their own teaching of mathematics in order to improve their practice; Use ICT for their own professional development and to enhance understanding of mathematics. |
| Learning and Teaching Activities |
Staff/Student contact: 20%
Directed and student private study: 80% |
| Assessment (For further details see the Module Guide) |
001: 100% Coursework: Standard: 3000 words or equivalent
|
| Special Assessment Requirements |
None |
| Indicative Resources |
The Library Catalogue contains full details of the current reading list for this module. Further details may also be found in the Module Guide. |
