Mathematics within a Mastery Curriculum

Module summary

Module code: TEAC1174
Level: 6
Credits:
School: Education, Health and Human Sci
Department: Education
Module Coordinator(s): Jill Trinder / Jennifer Field

Specification

Pre and co requisites

Must be a mathematics specialist student (SSPIP)

Introduction and rationale

Explanation of Non-Credit Bearing Status
We are directed to work within government requirements around the SSPIP programme, while also meeting the needs of our students, in terms of their preparedness and employability. Given the fact that there are very few jobs available in primary schools to teach only mathematics, we need to be creative in finding solutions which enable our students to undertake all the requirements of any generalist primary school teacher, whilst also receiving substantial additional mathematics. This non-credit bearing course enables us to include the additional taught input which our specialist students need, but without further summative assessment load. The course is assessed formatively.

Rationale
This course aims to deepen students’ existing subject knowledge and further enhance subject specific pedagogy in order to begin to prepare students for the role of Primary Mathematics Specialist Teacher. It will focus on providing students with a critical understanding of mathematics within a mastery curriculum, and include a focus on the teaching of mathematics globally, with key consideration given to mathematical teaching in some of the Pacific Rim countries.

Students will be encouraged to make meaningful and stimulating connections both within mathematics and across the curriculum. Students will develop an understanding of using and applying mathematics that encompasses a wide range of problem-solving activities and encourages children to view mathematics as a creative subject in which they can make choices and develop their own ways of approaching mathematical challenges.

Aims

• To critically analyse teaching mathematics through a mastery approach, enabling students to become informed, creative and reflective teachers
• To deepen mathematics subject knowledge and subject specific pedagogy, clearly rooted in conceptual understanding – in readiness to be a future mathematics specialist led in schools
• To develop their understanding and application of effective approaches to teaching and learning mathematics which engage children, create positive attitudes and intellectual curiosity
• To further explore and investigate the ways in which problem solving and mathematical application can enrich effective teaching and learning

Learning outcomes

On successful completion of this course a student will be able to:

1 critically reflect on recent research relating to the effective teaching and learning of primary mathematics within a mastery curriculum (TS1; TS2; TS3 TS4)
2 demonstrate extended conceptual and systematic understanding of mathematics, both subject knowledge and pedagogical approaches (TS2; TS3 TS4; TS7)
3 analyse inclusive approaches to the teaching and learning mathematics that encourage creative and critical thinking, aimed at fostering children’s curiosity, while also challenging and motivating pupils (TS1 TS2 TS6)
4 demonstrate deeper understanding of the place of problem solving, and explore ways to encourage the development of pupils’ mathematical reasoning skills through rich activities (TS1; TS2; TS3; TS4)
5 plan for lessons which make connections to and links between areas of knowledge within mathematics and across the curriculum (TS3)

Indicative content

What is a mastery curriculum; the role of the Mathematics Specialist Teacher; statutory and non-statutory curricular; alternate and effective approaches to learning and teaching mathematics across the primary phase, including risk taking; inclusive teaching; critical reflection on global approaches; problem solving and reasoning; making connections between areas of mathematics, across the curriculum and to the real world; developing algebraic thinking; mathematical learning beyond the classroom.

Teaching and learning activity

Workshops; on- line resources; practical activities, small group and whole class discussion in which experiences and understanding can be shared and interrogated; selected and recommended readings to support the students' understanding and scrutiny of the course themes. Directed tasks will also support students’ understanding of the key themes. Opportunities for formative assessment will also be included.

Assessment

Are students required to pass all components in order to pass the course? PASS formative assessment
Method of summative assessment: n/a (non credit bearing)
Nature of FORMATIVE assessment supporting student learning: Small group presentation of practical activities which exemplify teaching mathematics within a mastery curriculum
Outcomes assessed:n/a
Grading Mode (e.g. pass/ fail; %): Pass/Fail
Weighting % : n/a
Passmark: PASS Formative Assessment
Word Length:n/a
Outline Details:Formative Assessment: Students will analyse the 5 key areas of mastery teaching as part of this course; during this time they will choose a specific area of mathematics and collaboratively construct activities, justifying why they would support planning and teaching for mastery.