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.

• Demonstrate understanding of the complexity of the learning process and critically evaluate learning theories in their application to learning Mathematics.
• Appreciate the importance of learning outcomes and their relationship to effective learning and teaching, including the importance of differentiation as a strategy for responding to individual learning needs.
• Produce and evaluate a range of key components that make up an effective lesson plan.
• 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.
• Reflect on their own and others’ approaches learning to teaching.

You will be guided through learning activities appropriate to your module, which may include:

• Weekly face to face classes (e.g. labs, lectures, exercise classes)
• Electronic resources to support the learning (e.g. videos, exercise sheets, lecture notes, quizzes)

Students are also expected to undertake at least 100 hours of self-guided study throughout the duration of the module, including preparation of formative assessments.

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

Be able to create learning outcomes 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. Feedback to the students will be provided in the next teaching session. An opportunity will be provided for a draft of the first written assignment to be formatively assessed, as well as an opportunity for peer-assessment, 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.

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