This module aims to give students on undergraduate programmes an introduction to the teaching of mathematics at secondary school. Students will develop their understanding of mathematics pedagogy and of the structure of the mathematics curriculum at an introductory (undergraduate) level.

The number of students enrolled on this module will be restricted. Selection  will be based on the following criteria:

• Minimum 2:2 average from year 2 (level 5)
• Personal Statement (250-500 words) including (where applicable) details of:
  • relevant classroom/tutoring experience
  • enhanced communication skills
  • knowledge of approaches to learning
  • any other relevant information
• Students may also be requested to attend an interview

All students will have to be medically fit to undertake the module and complete the relevant DBS (Disclosure and Barring Service) checks. 

• Behave professionally in a school setting, and to engage with pupils’ learning through effective communication.
• Evaluate and discuss the importance of Mathematics within Secondary Education, and have a basic knowledge and understanding of the National Curriculum for Mathematics in Wales.
• Demonstrate understanding of the complexity of the learning process and relate their own experience of learning to current ideas about how pupils learn.
• Appreciate the importance of learning styles and the concept of differentiation as a strategy for responding to individual learning needs.
• Appreciate the importance of learning objectives and their relationships to effective learning and teaching.
• Evaluate a range of key components within a good lesson plan, and be able, with support, to plan and deliver (part of) a lesson, taking into account defined learning objectives and the management of lesson activities.
• Evaluate how interactive teaching methods improve the learning of Mathematics, and be aware of the possibilities of non-verbal communication within the classroom.
• Describe current thinking about the main purpose of assessment and some principles which inform good practice, particularly within Mathematics, and discuss and analyse some Mathematics marking schemes and policies.
• Analyse how teachers use the school’s behaviour policy to support their strategies for managing pupil behaviour in the classroom.
• Reflect on their own and others’ contributions to teaching.

11 two-hour workshops, where ideas and theories will be introduced. There will also be an emphasis on group discussions.

Students taking this module will be required to undertake a total of 10 days’ placement in a local Welsh-medium secondary school before the submission of their final portfolio. These will comprise of one half or full day undertaken each week during the Autumn semester, with any additional days to be arranged by the student as required so that the total equates to 10 full days.

All students are expected to undertake private study, including reading from specified reading lists.

Analyse key texts in relation to current ideas about mathematics education, how pupils learn and assessment.

Be able to create learning objectives and structure lesson plans that will enable effective learning.

Transferable skills:

Students will have the opportunity to use bibliographic databases, search the web, write assignments, read critically and work in groups.

Formative assessment is carried out by means of school-based assignments for each placement day in a school. Feedback to the students will be provided in the next teaching session. The first written assignment will be formatively assessed, with feedback provided to students.

Summative assessment is by means of written assignments and an oral presentation, which will all be completed prior to the examination period. All assessment elements are compulsory.

• The National Curriculum for Mathematics; why Mathematics is important
• Mathematics: the construction and development of mathematical ideas from primary to higher education
• Learning Theories: how pupils learn Mathematics
• Interactive Teaching Methods: questioning and communicating for teaching Mathematics
• Learning Objectives
• Lesson Planning
• Assessment and evaluation of Mathematics teaching and learning
• Behaviour Management

Geen, A. (2008), Effective Teaching for the 21st Century, UWIC Press. 

Brookes, V., Abbott, I., and Bills, E. (2007), Preparing to Teach in Secondary Schools, Second Edition, Open University Press 

Goulding, M. (1997), Learning to teach mathematics, David Fulton Publishers Ltd: London.

Smith, A. (2004), Making Mathematics Count, HMSO

Black, P., et al (2003), Assessment for Learning: putting it into practice, Buckingham, Open University Press