Mathematics Education 2 (6897.5)

This unit builds upon the theoretical foundation for the teaching of mathematics established during Mathematics Education 1. In particular it focuses two major areas of concern for Primary and Early Childhood teachers of mathematics: 1. Identification of children within mainstream classrooms who experience difficulty with learning mathematics. This will involve the development of further assessment techniques and developing strategies for dealing with these needs within classrooms. 2. Programming mathematics.

Learning outcomes

On successful completion of this unit, students will be able to:
1. Facilitate children's understanding of mathematics in all content strands ensuring that children develop the five processes for working mathematically;
2. Recognise the individual differences that children have in the acquisition of mathematical knowledge and understandings; these differences will include learning styles, cultural background with particular emphasis on indigenous students and children with a variety of specific needs;
3. Identify common errors children make in mathematics and have developed a repertoire of effective strategies to help deal with these; and
4. Develop a mathematics programme which demonstrates coherence, appropriate sequencing and acknowledges differences in learning styles, abilities and cultural backgrounds.

Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware

Prerequisites

Reconstructing Mathematics Education; Mathematics Education 1.