ED1MP1-Mathematics in the Primary School

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:4
Terms in which taught: Spring / Summer term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Mrs Sarah Marston
Email: s.m.marston@reading.ac.uk

Type of module:

Summary module description:
This module is designed to introduce students to the teaching and learning of mathematics in the primary school. Throughout the module there is a focus on building students' own mathematical subject knowledge alongside their pedagogical and curricular understanding. The module takes as its starting point the importance of talking about and enjoying mathematics in order to be able to teach it effectively.

It will explore the development of number and calculation in detail. Key elements of the mathematics teacher's repertoire, such as questioning, using errors and misconceptions to inform teaching, and assessment for learning, will be examined, together with the vital role of using and applying mathematics.

Aims:
' To introduce students to the teaching of mathematics and Computer Science (CS) in primary schools.
' To build students' subject knowledge towards being confident and competent teachers of mathematics and CS.
' To explore the pedagogy of teaching primary mathematics and CS, to introduce the importance of progression in mathematics and CS.
' To recognise the value of developing structured talk to enhance the teaching of primary mathematics and CS.

Assessable learning outcomes:

On successful completion of the module, trainees will be able to: • Recognise and describe effective mathematics teaching for the primary age-range • Construct an appropriate progression in learning within an identified area of mathematics • Appraise and critically evaluate their school-based experiences of mathematics and CS teaching and its impact on children’s learning • Identify targets for their own professional development • Develop skills in a range of CS resources that can be integrated into trainees’ teaching and support their own professional development.

Additional outcomes:
Students will begin to develop an understanding of effective models of lessons and how to plan and teach to engage children in learning mathematics and CS as well as develop children's digital literacy skills. Through an emphasis on practical activity and discussion, underpinned by theory, students will build confidence in their own knowledge and understanding of mathematics, in particular in relation to number, calculation and geometry. Students will gain an overview of the mathematical ability of young children and how this builds throughout the primary age-range. Students will also start becoming familiar with the scope of the revised CS curriculum and start considering how to plan CS learning tasks effectively. More specifically they will develop their skills in using sound in teaching and learning, recognise the importance of e-safety and how digital technologies, such as the Interactive Whiteboards can support teachers in their professional role.

Outline content:

• Introduction to the primary mathematics curriculum and effective mathematics teaching • Using and applying mathematics • Early number • The four operations • Developing mental methods of calculation • Geometry • Questioning, assessment for learning, errors and misconceptions • Planning and teaching the daily mathematics lesson • Children’s mathematical graphics • An overview of measures and handling data • Raising awareness aboute-safety and your own digital footprint • Overview of the Revised CS Curriculum • Presentations: The use of sound in the primary curriculum • Using the Interactive Whiteboards to develop teaching and learning resources • Introduction to programming skills for the Foundation Stage and Key Stage 1 curriculum.

Brief description of teaching and learning methods:
Teaching and learning methods will mirror those used in the primary classroom. They will include a balance of input, discussion and practical activities. Sessions will be interactive in nature building on students' prior knowledge. Students will be expected to participate in discussions and activities, and to give feedback on their own placement-based experiences. The module has a Blackboard site with key material for the module.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures		14	14
Tutorials		1	1
Work-based learning		18	10
Guided independent study:		77	65
Ìý	Ìý	Ìý	Ìý
Total hours by term	0	110	90
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Oral assessment and presentation	100

Summative assessment- Examinations:
n/a

Summative assessment- Coursework and in-class tests:

Oral Presentation and PPT slides 100%

Formative assessment methods:

Formative assessment will be made through on-going observation of the students’ engagement with issues and positive contributions to sessions.



CS Subject Knowledge file

Students are required to submit a digital CS file as evidence towards their understanding of the CS topics covered in the module. The file will consist of a series of self-reflection tasks on the concepts and skills developed during the module.

Formative feedback on the tasks in the file will be given by the tutor and where relevant by peers.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:
40%

Reassessment arrangements:

Resubmission of presentation during the summer resit period by a date specified by Exam Board.Ìý

Additional Costs (specified where applicable):

1) Required text books:Ìý Haylock, D., &Manning, R. (2014). Mathematics Explained for Primary School Teachers. London: Sage. £25:00 ISBN: 9781446285862 (hbk.)

2) Specialist equipment or materials:Ìý None

3) Specialist clothing, footwear or headgear:Ìý None

4) Printing and binding:Ìý Occasional printing of materials, although photocopies of materials will be provided in the teaching sessions. Library printing costs are 5p for B/W page and 15p for colour page.

5) Computers and devices with a particular specification:Ìý None

6) Travel, accommodation and subsistence:Ìý None

Last updated: 30 March 2023