Course - Learning and Teaching of Mathematics (5-10) - MGLU4503
MGLU4503 - Learning and Teaching of Mathematics (5-10)
About
Examination arrangement
Examination arrangement: Portfolio assessment
Grade: Letter grades
| Evaluation | Weighting | Duration | Grade deviation | Examination aids |
|---|---|---|---|---|
| Portfolio assessment | 100/100 |
Course content
This course provides a deeper understanding of theories of learning in mathematics, and discusses the implication of such understanding for the teaching of mathematics. In particular, the course includes sociocultural theories and they provide insight into the learning of mathematics. Emphasis is placed on the candidates' ability to analyse learning episodes from practice. From this, the candidates will make justified choices for facilitating pupils' learning opportunities in mathematics. Central aspect of the course is reading research literature in mathematics education and writing academic texts. The mathematical topics in the course are mainly taken from algebra. The candidates will, among other things, work with two different approaches to algebra in school mathematics: algebra as generalised arithmetic, and algebra as generalisation of patterns. In addition to working on generalization, the course will contain abstract algebra (group theory) to illuminate the structural aspects of algebra.
Learning outcome
Knowledge
The student
- has advanced knowledge of theories for learning in mathematics, both from an acquisition perspective and a participation perspective. Key concepts are representations in mathematics and semiotics
- has knowledge of the various elements that comprise algebra, and how these elements are related to other topics in school mathematics
- has thorough knowledge of key aspects of the learning and teaching of algebra
- has thorough knowledge of algebra as an example of an axiomatic structure
Skills
The student
- can read and familiarise him/herself with the research in relevant areas of mathematics education.
- can analyse pupils algebraic thinking, informed by results published in the research literature.
- can analyse a teaching session in grades 5 through 10 within a mathematical topic that is central in the course, based on relevant literature.
- can present as an academic text his or her own empirical studies related to key topics in the course.
- can explain how a group, being an algebraic structure, is relevant to topics in school mathematics.
General competence
The student
- can make theoretically anchored choices in order to facilitate pupils opportunities for learning the mathematical topics that are central to the course.
- has knowledge of relevant and recent research in mathematics education on the topics covered by the course.
- can present the results of theoretically anchored and empirically based investigations within the grades 5 to 10.
Learning methods and activities
The teaching and learning methods will alternate between lectures, literature studies, 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. Some of the teaching may take place in English.
Compulsory assignments
- Two essays based on empirical studies
- An oral presentation
- Up to eight written assignments, the number is specified at start of study
Further on evaluation
Compulsory assignments:
- Two written academic texts, based on empirical data
- One oral presentation
- Up to eight written assignments, the number will be specified in the beginning of the semester
Assessment:
The final exam is in the format of an individual portfolio, consisting of two parts: one academic text, and two selected written assignments, of which at least one contains tasks on group theory. The portfolio is assessed mainly on the basis of the academic text, and the two written assignments will adjust the final grade. All parts of the portfolio must be passed to pass the course.
Specific conditions
Admission to a programme of study is required:
Primary and Lower Secondary Teacher Education for Years 5-10 (MGLU5-10) - some programmes
Recommended previous knowledge
Passed Mathematics 2 (30 ECTS credits) or similar.
Required previous knowledge
Passed Mathematics 1 (30 ECTS credits) or similar.
Course materials
Final curriculum is published on Blacboard at the beginning of the semester.
Credit reductions
| Course code | Reduction | From | To |
|---|---|---|---|
| DID3401 | 15.0 | AUTUMN 2020 | |
| LMM14002 | 15.0 | AUTUMN 2020 | |
| LMM54001 | 15.0 | AUTUMN 2020 | |
| LMN54001 | 10.0 | AUTUMN 2020 | |
| SKOLE6210 | 10.0 | AUTUMN 2020 | |
| SKOLE6220 | 12.0 | AUTUMN 2020 | |
| SKOLE6230 | 10.0 | AUTUMN 2020 | |
| SKOLE6246 | 3.0 | AUTUMN 2020 |
No
Version: A
Credits:
15.0 SP
Study level: Second degree level
Term no.: 1
Teaching semester: AUTUMN 2024
Language of instruction: English, Norwegian
Location: Trondheim
- Teacher Education
- Mathematics
Department with academic responsibility
Department of Teacher Education
Examination
Examination arrangement: Portfolio assessment
- Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
-
Autumn
ORD
Portfolio assessment
100/100
Release
2024-12-30Submission
2025-01-06
09:00
INSPERA
09:00 -
Room Building Number of candidates - Spring UTS Portfolio assessment 100/100 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.
For more information regarding registration for examination and examination procedures, see "Innsida - Exams"