LU2-MAT315 Mathematics 2a

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 2 is based on mathematics 1 and is divided into two subjects; Mathematics 2A (15 cr) and Mathematics 2B (15 cr).

Here the students immerse themselves in some of the topics from mathematics 1 and focus is more concentrated and research-oriented. In total, these disciplines will enable students to have the learning outcome for mathematics 2 described in the "National guidelines for teacher training for primary and secondary education years 5-10".

Contents

This course focuses on the student as a mathematics teacher in lower secondary school, where teacher competence is central. In this work recent national and international mathematical didactic research is important. Research is retrieved from various disciplinary didactic schools, perspectives and research traditions. The student immerses himself/herself in a selected mathematical didactic topic.

The mathematical subjects are how knowledge in mathematics is developed, mathematical theory formation, mathematical evidence, argumentation forms and models. In this course the subjects immerse themselves in particular in algebra and mathematical analysis.

Learning Outcome

Knowledge

The student

 

• has knowledge on 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 evidence and argumentation forms, and experience with mathematical theory structures in mathematical analysis
• has good knowledge in mathematical analysis, including derivation, integration, differential equations and simple mathematical models, and can relate these concepts to the mathematical content in years 5-10

Skills

The student

• can communicate specialist knowledge within a selected mathematical didactic and/or disciplinary mathematical topic relevant for years 5-10
• can assess the pupils' learning in the subject as a basis for adaptation of teaching and adapted training
• can use varied teaching methods based on theory and own experience, hereunder choice, assessment and design of assignments and activities

General competence

The student

• has understanding of the significance of mathematics as a formative subject and its interaction with culture, philosophy and social development

Entry requirements

-

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 and practice experience 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. Practice will be an important arena where the student can participate in development work in mathematics teaching. 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.

Assessment

one home exam and one written exam

Examination support material

-

More about examination support material