Course content

This course examines central didactical perspectives and content matter in mathematics teaching for grades 1-7, whit a special focus on the first grades. The examination of different aspects of numbers and computations, especially the development of young children’s basic number sense and calculation strategies from a pre-formal level to a systematic approach, are important topics. The place value system is given special attention. Furthermore, the knowledge of different additive and multiplicative structures will be connected to various strategies in working with numbers and operations. The course shows how number sense is developed through experimentation and generalization with numbers, and examines how generalizing properties of numbers leads to algebraic thinking. Another important part of the course is concept development in geometry and measurement. General mathematics didactic themes are student-active and require inclusive teaching.

Learning outcome

Knowledge

The candidate has

• in-depth mathematical knowledge for teaching at the primary level, especially early numeracy, geometry and measurement, and the transition from arithmetic to algebra, with a special focus on early primary school.
• knowledge about language's role in the learning of mathematics
• knowledge of the importance of semiotic representation in mathematics, and the challenges associated with the transitions between different semiotic representations
• knowledge of the historical development of mathematics, especially the development of number concept and number systems
• knowledge of the importance of expressing oneself orally and in writing, to read, and to be able to use digital tools in mathematics

Skills

The candidate

• has good practical skills in oral and written communication in mathematics, and the expertise to promote such skills in their pupils
• can use the work methods that promote pupil´s wonder, creativity, and ability to work systematically with exploratory activities, justifications, argumentations, and proofs
• can assess digital resources to achieve the competence aims in mathematics

General competence

The candidate has

• insight into the significance mathematics has as a generally educative subject and its interplay with culture, philosophy, and social development
• insight into the significance mathematics has for development of critical democratic competence

Learning methods and activities

Different teaching methods will be used, such as discussions, lectures, group work, student presentations, and trial activities involving pupils. Students active involvement is emphasized, and during the course students will undertake a certain number of tasks of varied character. These include written work assignments and oral presentations, often linked to practice. The practice field as a learning arena will play a central role. It is therefore necessary that students develop a relationship to the elementary school for which they are assigned. Ultimately, it is hoped that students will learn a great deal of their own practice.

Compulsory assignments

• Obligatory work

Specific conditions

Required previous knowledge

Teacher education or equivalent, and employment in elementary-, secondary-, or upper secondary school. The current uptake procedures are given by the principal. The subject's student capacity is given by agreement with the principal.

Course materials

The final reading list will be posted on Blackboard before the beginning of the term.