course-details-portlet

MGLU2103 - Mathematics 1 (1-7) Module 2

About

Examination arrangement

Examination arrangement: Aggregate score
Grade: Letter grades

Evaluation Weighting Duration Grade deviation Examination aids
Oral examination 67/100 30 minutes HJELPEMIDD
National assasment examination 33/100 4 hours E

Course content

This course examines central didactical perspectives and content matter in mathematics teaching for grades 1-7, with extra focus on early year mathematics. We will examine different aspects of numbers and computations, including the importance of place value. The development of basic number sense is central to success in this course. Furthermore, we will connect the knowledge of additive structures to various strategies in working with numbers and operations. We will also investigate relationships between numbers, and examine how generalizing properties of numbers can prepare an individual for algebraic thinking. Lastly, we will analyze geometric thinking and the understanding of geometric concepts.

Learning outcome

Knowledge:

The candidate

  • has in depth knowledge of the mathematical subjects that pupils study in primary school, in particular introductory mathematics.
  • has knowledge of early algebra and geometry, and can relate this knowledge to teaching materials in primary school.
  • has knowledge about the use of different teaching materials, both digital and analog, and the possibilities and limitations of these materials.
  • has knowledge of different learning theories, and relationships between the perspective on learning and the perspective on subject and knowledge.
  • has knowledge of what mathematics entails in kindergarten and in lower secondary school, and of the transitions from kindergarten to primary school, and primary school to lower secondary school.
  • has knowledge of how basic skills help in the development of mathematical competence.
  • has knowledge of the various research methods in mathematic didactics and ethics, related to research involving student learning.

Skills:

The candidate:

  • can plan, carry out, and evaluate mathematics teaching for all pupils in grades 1-7 with a focus on early mathematics.
  • can lay the groundwork for early efforts and can adapt the teaching to the pupils' unique needs.
  • can evaluate how pupils achieve mathematical goals, give reasons for the evaluations, and give feedback that promotes learning.
  • can use work methods that promote pupils' wonder, creativity, and ability to work systematically with problem solving activities, reasoning, and argumentation.
  • can communicate with pupils; can listen to, evaluate, make use of pupils' input and stimulate pupils' mathematical thinking.
  • can use relevant research methods in mathematic didactics in ethically justifiable ways.

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.
  • has insight into the significance mathematics has for development of critical democratic competence.

Learning methods and activities

During classes, varied working methods will be used: lectures, reviews of examples and tasks, workshops and learning station teaching, individual work on tasks, episodes, and cases from teacher practice, problem solving, presentations for other students, teaching in teacher practice. The subject will engage students in scientific work forms; inquiry-based learning processes will promote the students' independence, analytical skills, and critical reflection. Much of the class work will be process oriented, in which an inductive work method with high degree of student activity will be central. Students will work individually and in groups. During the course, students will undertake a certain number of tasks of varied character, and these tasks will produce both written documents and oral presentations. Lastly, students and instructors will supervise and respond to student-generated coursework.

Compulsory assignments

  • Mandatory assignments according to the course description

Further on evaluation

Up to five mandatory work tasks. Mandatory work tasks are graded as passed/not passed.

Assessment: The assessment for this subject includes a nationally given individually written exam that lasts 4 hours. The extent is equal to 5 credits. This exam will be held late in the spring, on a date given centrally. One needs to pass this national exam to get this subject approved. The exam will test these four learning outcomes applied to the mathematical subject algebraic thinking:

The candidate

  • has in depth knowledge of the mathematical subjects that pupils meet in primary school, in particular introductory mathematics.
  • has knowledge of early algebra and geometry, and can relate this knowledge to teaching materials in primary school.
  • has knowledge of different representations, and the effects the use of representations can have on pupils' learning.
  • can analyze and evaluate pupils' ways of thinking, argumentation, and problem-solving methods from different perspectives on knowledge and learning

Algebraic thinking is part of many different mathematical subjects that are considered in grades 1-7. This way of thinking entails the search for covariation, general structures, patterns and relations, how to describe these both using words and symbols, and reasoning. Here this occurs while working on numbers and computations, and situations from mathematics or "the real world" that deal with covariation between quantities. An important part or algebraic thinking is the use of words or symbols to describe conditions a quantity should satisfy, for example while working on equations and inequalities.

The exams:

  • Part one after the fall semester: individual oral exam, graded A-F
  • Part two after the spring semester: individual written exam, graded A-F

All parts can be retaken or improved separately. One needs to pass all the parts to pass the subject.

Examination aids for the oral exam: During the preparation time, all written aids are allowed. During the examination, the candidate can only bring notes written on official paper during the preparation time.

Specific conditions

Admission to a programme of study is required:
Primary and Lower Secondary Teacher Education for Years 1-7 (MGLU1-7) - some programmes

Course materials

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

Credit reductions

Course code Reduction From To
LGU12002 15.0 AUTUMN 2020
MGLU2102 15.0 AUTUMN 2020
LGU12004 15.0 AUTUMN 2021
MGLU1515 5.0 AUTUMN 2024
More on the course

No

Facts

Version: 1
Credits:  15.0 SP
Study level: Intermediate course, level II

Coursework

Term no.: 1
Teaching semester:  AUTUMN 2024

Term no.: 2
Teaching semester:  SPRING 2025

Language of instruction: Norwegian

Location: Trondheim

Subject area(s)
  • Teacher Education
Contact information
Course coordinator:

Department with academic responsibility
Department of Teacher Education

Timetable

List view
Calendar view

Examination

Examination arrangement: Aggregate score

Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
Autumn ORD Oral examination (1) 67/100 HJELPEMIDD

2024-12-02 - 2024-12-06

Room Building Number of candidates
Autumn UTS National assasment examination 33/100 E 2024-11-27 09:00 INSPERA
Room Building Number of candidates
SL110 turkis sone Sluppenvegen 14 32
SL271 Sluppenvegen 14 1
SL274 Sluppenvegen 14 2
SL120 Sluppenvegen 14 2
Spring ORD National assasment examination 33/100 E 2025-05-21 09:00 INSPERA
Room Building Number of candidates
  • * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.
  • 1) Individual time for the oral exam will be published later in Blackboard.
Examination

For more information regarding registration for examination and examination procedures, see "Innsida - Exams"

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