ED1MCE4: Mathematics, Children and Education 1

Module code: ED1MCE4

Module provider: Institute of Education

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 1

Module convenor: Dr Natthapoj Vincent Trakulphadetkrai, email: n.trakulphadetkrai@reading.ac.uk

Module co-convenor: Mr Phil Smith-Stevenson, email: p.smith-stevenson@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module will primarily explore theoretical concepts of key figures in the field of children’s mathematical development, including, but not limited to, Piaget, Vygotstky, Bruner and Skemp. Students will also be expected to independently research and share the works of non-White-male figures. Moreover, the module will explore key features of effective mathematical learning environment, including the use of mathematical story picture books, structured and unstructured manipulatives as well as examine outdoor mathematics learning and teaching activities.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Propose and defend a pedagogy for mathematics teaching and learning, drawing on school-based experience and research literature
2. Explain the contribution made by key theorists in the field of children’s mathematical conceptual development
3. Evaluate the use of story picture books within mathematics teaching

Module content

The module will follow two strands: 1) mathematical development Children’s mathematical development (e.g. Piaget, Vygotsky, Bruner and Skemp), and 2) developing the mathematical learning environment Researching the use of mathematical story picture books, structured and unstructured manipulatives and outdoor learning.

The module makes reference to relevant and key aspects of the Primary Phase Curriculum and ITT Core Content Framework (CCF) to inform design.

Structure

Teaching and learning methods

This module will be delivered in interactive sessions, which include lecturing, discussion, practical activities, blended learning, provided through Blackboard and student-led presentations. Sessions will require some pre-reading, and students should be prepared to contribute their views and work collaboratively in order to make presentations.

Study hours

At least 24 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

The submission of draft structure of the summative assessment.

Reassessment

Additional costs