course-details-portlet

MGLU4104 - Perspectives on The Number Concept (1-7)

About

Examination arrangement

Examination arrangement: School exam
Grade: Letter grades

Evaluation Weighting Duration Grade deviation Examination aids
School exam 100/100 6 hours ALLE

Course content

The central topic of this course is the number concept and various perspectives that are relevant to teaching at the primary level. The historical development of the number concept will be addressed, especially the development of various types of numbers (such as negative numbers) and number systems. Subjects from the philosophy of mathematics as an epistemological and ontological basis for mathematics will also be addressed. Conceptual development is another central topic, particularly the role of mathematical definitions and different semiotic representations. In this course we will be working with aspects of the number concept in the early years. Also, the role of the historical development and the ontological foundations of a given concept will be addressed. Furthermore, there will be work on various topics in number theory, such as divisibility, prime numbers, prime number factorization, Diophantine equations, and congruence. The work in number theory is related to mathematics at the primary level, but is also seen as an example of the historical and philosophical development and construction of a mathematical area.

Learning outcome

Knowledge

The student

  • has thorough knowledge of the historical development of various aspects related to the concept of numbers
  • has thorough knowledge of epistemological and ontological foundation for the concept of numbers
  • has thorough knowledge of various basic topics within number theory that are relevant for the primary level
  • has thorough knowledge about childrens development of the number concept in the early years
  • has thorough knowledge about the significance of semiotic representations for conceptual development in mathematics

Skills

The student

  • can explain the significance of the historical development of the number concept and its epistemological and ontological basis for mathematics teaching at primary level
  • can use knowledge in number theory to plan and analyse teaching at the primary level
  • can update his/her knowledge in research on conceptual development in mathematics, and use this to analyse episodes from practice
  • can apply mathematical concepts that are central to the subject in practical and theoretical situations

General competence

The student

  • has knowledge of mathematics as a subject in continuous development
  • has knowledge about the significance of the teaching profession being research based
  • can use current research in mathematics education to plan, implement, and analyse teaching plans

Learning methods and activities

The work methods vary between lectures, work on tasks (individually and in groups), discussions, and oral and written student presentations. Academic discussions and other academic interactions are important ways of working and learning, and it is expected that all students actively contribute to such activities. It is therefore important to participate and attend. Parts of the teaching will be in English.

Compulsory assignments

  • Compulsory assignments according to course description
  • Compulsory assignments according to course description
  • Compulsory assignments according to course description

Further on evaluation

The grade is determined on the basis of an individual written exam. Grade A-F.

Compulsory assignments:

  • An obligatory, individual academic text
  • Two oral presentations: one oral presentation is individual and related to the academic text, and the second oral presentation is group work
  • There will be five assignments during the semester. At least three of these must be approved.

Compulsory assignments are assessed as approved/not approved.

Specific conditions

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

Required previous knowledge

Passed Mathematics 1 (30 ECTS) or equivalent. Candidate must have successfully passed Mathematics 1 (30 ECTS) or equivalent and completed Mathematics 2 (30 ECTS) or equivalent to begin Cycle 2 courses. Passing is understood as the student completing the course and passing the examination. Completed is understood as having all obligatory coursework approved and qualifying the student for the course examination.

Course materials

The final curriculum will be published on Blackboard before the start of the semester.

Credit reductions

Course code Reduction From To
LMM14001 15.0 AUTUMN 2018
DID3402 10.0 AUTUMN 2020
SKOLE6212 12.0 AUTUMN 2020
MGLU4105 7.5 AUTUMN 2020
More on the course

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Facts

Version: A
Credits:  15.0 SP
Study level: Second degree level

Coursework

Term no.: 1
Teaching semester:  SPRING 2025

Language of instruction: Norwegian

Location: Trondheim

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

Department with academic responsibility
Department of Teacher Education

Timetable

List view
Calendar view

Examination

Examination arrangement: School exam

Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
Autumn UTS School exam 100/100 ALLE 2024-11-20 09:00 INSPERA
Room Building Number of candidates
SL310 turkis sone Sluppenvegen 14 1
Spring ORD School exam 100/100 ALLE 2025-05-10 09:00 INSPERA
Room Building Number of candidates
SL311 brun sone Sluppenvegen 14 30
  • * 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.
Examination

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

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