Course content

The course gives deeper insight into mathematics education theory in the following two areas: - assessment for learning in mathematics - mathematical modeling and ICT. In addition, the students must choose a third area that they will study among the following:

• affective aspects of mathematics and mathematics teaching
• teachers' knowledge for teaching in mathematics
• inclusive mathematics teaching.

The student will, through work in this course, develop his or her ability to make, and argue for, choices in their mathematics teaching, and further develop their competence in observing and analyzing learning and teaching of mathematics in school.

Learning outcome

Knowledge

The candidate

• has advanced knowledge of central theories for assessment for learning in mathematics and in-depth knowledge to relevant research on the topic
• has thorough knowledge about the central aspects of use of mathematical modelling in teaching
• has advanced knowledge about ICT as a mediating tool in mathematics education and its significance for pupils' learning of mathematics
• has advanced knowledge of central theories within one of the topics: affective aspects of the subject of mathematics; teaching knowledge in mathematics; inclusive mathematics teaching

Skills

The candidate

• can discuss and analyze teaching activities and student work in mathematics based on theory of formative assessment
• can plan, carry out and analyze teaching that involves mathematical modelling and use of ICT
• can discuss and relate critically to relevant academic literature, and analyze data material in light of mathematical didactic theory in one of the topics: affective aspects of the subject of mathematics; teaching knowledge in mathematics; inclusive mathematics teaching

General competence

The candidate

• can identify and reflect on relationships between mathematics didactic theory and learning and teaching mathematics in school
• can use research in mathematics education to contribute to school development on use of ICT in teaching

Learning methods and activities

The teaching is organised in seminar weeks, and the distribution of seminar weeks is published at the beginning of the semester. Between the seminars, the course is based on literature studies, assignments, practice in schools, and contact through an online classroom platform. The teaching and learning methods will alternate between lectures, work on assignments (individually and in groups), discussions, as well as oral and written student presentations. Academic discussions and interactions are important ways of working and learning, and it is expected that the candidates actively contribute to such activities. The teaching can be in English.

Mandatory assignments

There will be no more than five written mandatory assignments. Some of them will require that the students gather empirical data in school. The assignments will be evaluated to approved or not apprived, and all assignments must be approved before the student can take the exam.

Compulsory assignments

• No more than five written assignments

Required previous knowledge

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Course materials

The course material is mainly scientific papers written in English. The final reading list will be published on Blackboard at the beginning of the semester. It can also be found on Innsida.

Credit reductions