Examination arrangement

Course content

This course examines central didactical perspectives and content matter in mathematics teaching for early years mathematics. 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, especially with addition and subtraction. Knowledge about counting, subitizing and additive structures will be linked to different aspects of numbers and computations.

Learning outcome

Knowledge

The candidate has

• knowledge of mathematical learning and development processes and of how to facilitate active student participation in these processes
• knowledge about how basic skills can contribute to the development of mathematical proficiency
• in-depth mathematical knowledge for teaching at the primary level, especially early numeracy, subitizing and additive structures
• knowledge of varied forms of communication, conversations, and the role language plays in learning mathematics, as well as different views on the learning of mathematics

• knowledge of the importance of semiotic representation in mathematics, and the challenges associated with the transitions between different semiotic representations
• incipient knowledge of the various research methods in mathematic didactics and ethics, related to research involving student learning

Skills

The candidate can

• analyze and evaluate pupils' way of thinking, argumentation, and problem-solving methods from different perspectives on knowledge and learning

• plan, carry out, and evaluate mathematic teaching for all pupils in grades 1-4
• lay the groundwork for early efforts and can adapt the teaching to the pupils' unique needs.
• use work methods that promote pupils' wonder, creativity, and ability to work systematically with problem solving activities, reasoning, and argumentation
• communicate with pupils; can listen to, evaluate, make use of pupils' input and stimulate pupils' mathematical thinking
• use relevant research methods in mathematic didactics in ethically justifiable ways

General competence

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 both oral and written.

During the course students will undertake two tasks of varied character. These include written work assignments and oral presentations, often linked to practice. Some of the work requirements include the use of material from the course in teaching.

Mandatory attendance

Compulsory assignments

• Assignment 1
• Assignment 2

Further on evaluation

There will be two mandatory assignments. Some of the work requirements will be linked to teaching your students, and the use of material from the course in teaching.

The work assignments will be evaluated approved/not approved

Mandatory work requirements must be approved (passed) before one can assign to examination.

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Specific conditions

Course materials

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