LU2-MAT115 Mathematics 1a

Contents and structure

This course plan is based on what the "National guidelines for teacher training for primary and secondary education years 5-10" say about mathematics, the purpose being to educate mathematics teachers who can facilitate complete mathematics teaching in line with relevant research and the current curriculum.

This involves various types of competence such as being able to:

• analyse the pupils' mathematical development
• be good mathematical guides and partners
• select and create good mathematical examples and tasks
• evaluate and select material for use in teaching mathematics
• look at mathematics as a creative process and stimulate pupils into using their creative abilities

In order to develop the necessary competence, students will use mathematics for levels 5-10 to develop teaching knowledge of mathematics that includes both academic and didactic knowledge. The students will have a solid and reflective understanding of the mathematics that pupils will learn and how this is further developed in the next stages of the educational system. Among other things, this means that they must be able to implement and understand mathematical processes and arguments. The students must also have knowledge of mathematics that is specific to the teaching profession. This means that they are also able to analyse mathematical processes and arguments proposed by others and evaluate their soundness and potential.

Students will have the didactic competence that enables them to become familiar with the pupils' perspective 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 for all pupils.

Mathematics 1 is divided in two subjects that build on each other: Mathematics 1A (15 cr) and Mathematics 1B (15 cr).

The subject comprises mathematical didactic and mathematical topics that are important for those teaching mathematics in years 5-10. Most topics will be relevant in both subjects, but we will concentrate on selected topics in the various subjects in order to develop theoretical and practical tools that can be used for further work. In total, these disciplines will enable students to have the learning outcome for mathematics 1 described in the "National guidelines for teacher training for primary and secondary education years 5-10".

The mathematical topics in this subject are; numbers and understanding numbers, algebra.

This entails working with the development of the concept of numbers from integers to rational and real numbers, and corresponding development of algorithms for calculation. Different aspects of fractions, and the connection between fractions, decimal numbers and percentage and the link to proportionality is thoroughly dealt with. Different aspects of algebra, including the function aspect and variable concept are dealt with.

Learning Outcome

Knowledge

The student

• has detailed teaching knowledge of the mathematics the pupils work on in years 5-10, in particular understanding numbers and arithmetic, the transition from arithmetic to algebra, algebra and functions
• has knowledge on the role of language in learning mathematics
• has knowledge of common interaction patterns and communication related to teaching mathematics
• has knowledge of the significance semiotic representation forms have in mathematics, and which challenges that are related to transitions between representation forms
• has teaching knowledge on the significance of arithmetic as a basic skill in all school subjects
• has knowledge on oral expression, reading, written expression and using digital tools in mathematics
• has knowledge on the content of mathematics in the different years in primary and lower secondary school, and on the transitions between the years in primary and lower secondary school
• has knowledge on different theories for learning, and on the connection between learning views and subject and knowledge views
• has knowledge on a broad repertoire of methods for teaching mathematics
• has insight into and experience with the use of different teaching aids, both digital and others, and opportunities and limitations in such aids

Skills

The student

• can plan, implement and assess mathematics teaching for all pupils in years 5-10, with focus on variation and pupil activity, based on research, theory and practice
• has good practical skills in oral and written communication in mathematics, and the competence to promote such skills in pupils
• can use work methods that promote pupils' wonder, creativity and ability to work systematically with exploring activities, justifications, arguments and evidence
• can use and assess mapping tests and various observation and assessment methods, in order to adapt teaching to the pupils' varying needs
• can evaluate pupils' goal fulfilment with and without marks and to give reasons for the assessments
• can communicate with pupils, individually and in various group settings, listen to, assess and make use of pupil suggestions, and institutionalize knowledge
• can analyse and assess pupils' ways of thinking, argumentation and solution methods from different perspectives on knowledge and learning
• can prevent and detect mathematics difficulties and facilitate mastering in pupils with various types of mathematics difficulties

General competence

The student

has insight into the role of mathematics in other subjects and society in general

• has insight into the significance of mathematics for participation in a democratic society

Entry requirements

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Recommended previous knowledge

None

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 curiosity, research, reflection and creative problem solving with and without digital tools. This will involve a great deal of student activity throughout the course of study.

Work on academic and didactic mathematical themes will ensure an interaction between academic and didactic knowledge and skills that facilitates the student's academic and didactic development and reflection. Relevant research is guiding for this work. Through work with relevant literature the student develops knowledge and skills for reflection and development. Practice is an arena in which the student gains experience in using, reflecting on and developing knowledge and skills, for which reason practice will be a natural partner. Teaching will be an arena in which literature and practice are brought together, where knowledge, experience and skills are revealed and developed by means of specific activities, lectures, discussions and guidance. There will be collaboration with other subjects. During the studies the student will work on assignments individually and in groups to support the student's academic and didactic development and reflection.

Compulsory learning activities

1.Oral and written assignments as specified in the semester plan

2. 80% class attendance is obligatory

Assessment

written exam

Examination support material

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