Synopsis for N1a: Mathematics Education

Level: H-level Method of Assessment: Two examined written assignments and a short presentation.
(1500 word written assignment (not examined) due: end of week 2
2500 word written assignment (examined) due: end of week 5
Presentation (examined) week 8
3000 word written assignment (examined) due: week 1 Hilary Term)

Weight: Half Unit. OSS paper code tbc. Quota: There will be a quota of approximately 20 students for this course.

Recommended Prerequisites:

None The Mathematics Education option will be a half-unit, run in Michaelmas Term. The course is appropriate for all students of the appropriate degree courses, whether or not they are interested in teaching subsequently. Final credit will be based on two examined written assignments , one of which will be submitted at the start of Hilary Term, and a presentation . Teaching will be 22 hours of contact time which will include lecture, seminar, class and tutorial formats as follows:

• A two-hour lecture/class per week. These will be interactive and involve discussion and other tasks as well as input from the lecturer.
• Four hours of tutorial workshops in small groups to review ideas from the course and preparation for written assignments.

Learning Outcomes

1. Understanding:
   • the psychology of learning mathematics;
   • the nature of mathematics and the curriculum;
   • relations between teaching and learning at primary, secondary and tertiary level;
   • the role of mathematics education in society;
   • issues associated with communicating mathematics.
2. Understanding connections between mathematics, education issues and the mathematical experience of learners.
3. The ability to express ideas about the study and learning of mathematics in writing, verbally, and in other forms of communication.

Synopsis

1. Introduction to mathematics education as a field of study.
   • Issues and problems; relation to learning mathematics. Introduction to course, the education library, and the expected forms of study including pair work. Setting assignment.
2. Relations between teaching and learning
   • Theories about teaching and learning, e.g. variation theory; deep/surface approaches; observable characteristics in comparative studies; task design.
3. Mathematics education in society.
   • Achievement according to class, gender, ethnicity in UK and elsewhere
4. Communicating mathematics.
   • Verbal; symbolic; diagram; gestural; dynamic representation.

Main Texts:

1. Tall, D. (1991) Advanced Mathematical Thinking. (Mathematics Education Library, 11). Dordrecht: Kluwer
2. Gates, P. (ed.) (2001) Issues in Mathematics Teaching. London: RoutledgeFalmer
3. Mason, J., Burton, L. & Stacey, K. (2010) Thinking Mathematically. Any edition by any publisher will do.
4. Polya, G. (1957) How to Solve It. Any edition by any publisher will do.
5. Davis, P. And Hersh, R. (1981) The Mathematical Experience. Any edition by any publisher will do.
6. Mason, J. & Johnston-Wilder, S. (2004) Fundamental Constructs in Mathematics Education, London: RoutledgeFalmer.
7. Carpenter, T., Dossey, J. & Koehler, J. (2004) Classics in Mathematics Education Research. Reston, VA: National Council of Teachers of Mathematics.

Important websites:

1. ncetm.org.uk