Examination arrangement

Course content

In this course, one will work on design, implementation, and analysis of mathematics teaching. Analytical frameworks for this work will be the Theory of Didactic Situations in Mathematics and the Anthropological Theory of the Didactic, with Didactic Engineering as methodology. Central concepts are: didactic system, didactic situation, adidacticity, milieu, didactic contract, didactic moments, praxeology, Herbartian schema, and modelling. For a chosen mathematical knowledge (k) in Grades 8-13, the student shall: conduct preliminary analyses of k, design a teaching sequence with k as didactic intention, implement the sequence with pupils, and analyse the result of the implementation.

Learning outcome

After having completed the course, the student shall be able to carry out didactic engineering in mathematics for Grades 8-13. This implies that the student shall be able to do epistemological and didactic analyses of mathematical knowledge, and on the basis of such analyses, be able to design, implement and analyse mathematics teaching sequences. Further, the student shall be able to supervise inquiries in the mathematics classroom, using mathematical modelling as a tool. This course will, together with MA3060 and RFEL3100, give the relevant basis for writing a master's thesis oriented towards mathematics education.

Learning methods and activities

The teaching is organized as seminars containing a blend of lectures, group work and discussions, as well as presentations of students' work. The course requires a high degree of student participation. It is therefore necessary to be present in class to get sufficient learning outcome. The course will be given in autumn in years of odd numbers.

Compulsory assignments

• Presentation
• 80 % participation
• Empirically based task

Further on evaluation

In the case that the student receives an F/Fail as a final grade after both ordinary and re-sit exam, then the student must retake the course in its entirety. Submitted work that counts towards the final grade will also have to be retaken.

The re-sit exam is in August.

Required previous knowledge

A minimum of 60 ECTS in mathematics and completed at least 30 ECTS of Practical Teacher Training (PPU) is required to be admitted to the course.

Course materials

The literature is based on research articles from mathematics education and will be announced at the start of the course.

Credit reductions