EVL-MA415 Mathematics 2B (5-10)

Contents and structure

Mathematics 2, level 5-10, is based on national guidelines for mathematics in the teacher training for primary and lower secondary school, the Curriculum for Knowledge Promotion in Primary and Secondary Education and Training and the harmonisation document prepared by the resource group for mathematics in Competence for Quality.

The programme consists of two courses of 15 credits each:

Mathematics 2A and Mathematics 2B.

The goal of the programme is to expand the disciplinary and didactic repertoire of mathematics teachers to enhance their teaching through exploratory and performative studies of their own practices and of relevant research.

This involves the further development competencies such as being able to:

analyse the mathematical development of the pupils, be good guides to mathematics and good interlocutors in relation to mathematics

select and create good mathematical examples and tasks

evaluate and select appropriate teaching and assessment materials

look at mathematics as a creative process and stimulate pupils to use their creative abilities and evaluate the use of digital tools and resources in teaching

communicate mathematical knowledge with the pupils

 

Through mathematics for grades 5-10, student shall develop teaching knowledge in mathematics. This means that students must have a solid and reflective understanding of the mathematics that pupils will learn and how this is further developed in the next levels of the educational system. Further, students must have knowledge of mathematics that is specific to the teaching profession. In addition to themselves being able to complete and understand mathematical processes and arguments, such knowledge includes being able to analyse mathematical processes and arguments proposed by others, in order to assess their soundness and potential. Teaching knowledge entails having the didactic competence that enables students to become familiar with the pupils' perspectives and learning processes and to use variation and adaptation to prepare mathematics teaching for pupils with different needs and with different cultural and social backgrounds, in such a way that mathematics is perceived as a meaningful subject by all pupils.

In this course, students immerse themselves in some of the topics from Mathematics 1 and the focus is more concentrated and research-oriented. The topics are:

mathematical theory formation, evidence and reasoning, geometry and number theory. Work will also be done on statistics related to quantitative research methods.

Learning Outcome

The student:

has knowledge of mathematical didactic research with relevance for the development of teaching knowledge in mathematics and pupils' learning in primary and lower secondary school

has teaching knowledge related to different mathematical forms of proof and reasoning

has experience of mathematical theoretical constructions within

geometry and numeracy and can relate these to the concepts in the mathematics curriculum for grades 5-10

has transferable in-depth knowledge of geometry

has knowledge about quantitative methods that are relevant in mathematical research

 

Skills: The student:

can communicate specialist knowledge within a selected mathematical didactic and/or disciplinary mathematical topic relevant for grades 5-10

can analyse and work with the subject curriculum and the competence objectives

can assess the pupils' learning in the subject as a basis for adaptation of teaching and teaching tailored for both low and high performing pupils

can use varied teaching methods based on theory and their own experience, hereunder the selection, assessment and design of assignments and activities

 

General competence: The student:

can initiate and head local development work related to mathematics teaching

can participate and contribute in collaboration projects with regard to improve practices in the subject of mathematics

Entry requirements

Mathematics 1 5-10 or equivalent

Teaching methods

The students are themselves responsible for acquiring the knowledge, skills and competence expressed in the learning outcome above. The teachers will be the driving force in this and will facilitate this work through teaching, guidance, theoretical and practical studies, tasks and other activities. We will emphasise forms of work that promote wonder,exploration, reflection and creative problem-solving with and without digital tools. Work requirements and communication are supported by digital resources. Among other things, we will use videos of lectures and we will work collectively on online assignments. Video will also be a central learning tool, both in modelling teaching and in analysing our own and others' teaching practice. During sessions, we will among other things study, plan, perform and reflect on central teaching practices such as mathematical conversations, explanations and activities. A great deal of student activity is expected throughout the course of study.

 

Work requirements will mainly relate to exploratory and practical studies of students' own practice.

Compulsory learning activities

Course requirement 1Testing new disciplinary and didactic knowledge of mathematical reasoning/proof in the student's own school This course requirement shall lead to

knowledge-sharing among the student's colleagues. The testing shall be filmed.

Course requirement 2 Developing teaching knowledge

Course requirement 3 Assessing the geometrical reasoning of pupils

Assessment

Oral examination

Examination support material

None

More about examination support material