Mathematics, Physics and Education (MMS5)

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This programme is aimed at students who want to develop dual, but complementary, identities of mathematician/physicist and pedagogue in order to pursue professional careers as post-primary mathematics, physics and science teachers. We value, and therefore encourage our students to develop, indepth specialist content knowledge in mathematics and physics, which, when combined with strong pedagogical expertise, the skill of critically reflecting on practice, an appreciation and knowledge of educational research, and a commitment to professional development, enables students to develop, and continue to develop throughout their careers, strong pedagogical content knowledge. We value, and therefore encourage our students to foster, a growth mindset and constructivist approach to learning and teaching mathematics, physics and science, in order to be critically engaged professionals committed to inclusive, caring, innovative, enthusiastic and inspirational teaching. We seek to ensure that all students on the programme develop the leadership and collaborative skills to positively impact the quality of post-primary mathematics and science education in Ireland through classroom-based research and ongoing critical engagement with curriculum content. We aim to ensure that graduates are equipped to contribute, as professionals, to the wider educational goals of post-primary schools and ongoing developments within the broader education community. We aim to create a learning environment where students can develop their full potential as mathematician/physicist and pedagogue in a research-intensive environment with state-of-art facilities. School placements play an essential role in the learning experience and assessment methods include reflective writing, report writing, presentations, lesson study, microteaching, and the creation of a professional portfolio. By including school placements from year one, the learning environment will constantly encourage the student to connect mathematical, scientific and educational theory with practice. In addition to lectures, tutorials, and laboratories, many of the education classes are conducted in active-learning environments where students are encouraged to contribute to, and actively participate in, class. 


1 - • Demonstrate an indepth, specialist knowledge of mathematics and physics
2 - • Demonstrate an indepth knowledge of educational theories as related to mathematics and science education
3 - • Demonstrate an indepth knowledge of educational philosophy, sociology, psychology, curriculum and assessment, and the Irish education system, and an awareness of how age, culture and context play a role in students' learning
4 - • Apply a scientific approach – questioning, hypothesizing, testing, and evaluating – to problem-solving
5 - • Communicate and present mathematical and scientific ideas creatively in a variety of forms (e.g. oral, written, video) with confidence and enthusiasm
6 - • Design and plan innovative, student-focused, content-based lessons, while remaining open to noticing and incorporating student thinking, and making in-the-moment decisions, in the classroom
7 - • Manage a classroom in a socially equitable manner that encourages the formation of positive student identity and encourages student interactions and contributions
8 - • Critically reflect on his/her practice and engage with educational research, in order to consistently take a “fresh” approach to teaching and developing professionally
9 - • Inspire and motivate students of mathematics, physics and science by being inclusive, caring, innovative, enthusiastic and inspirational teachers, who foster a constructivist, reform approach to learning and teaching, and motivate these students to reach their highest potential
10 - • Inspire and scaffold students to a high level of engagement with learning as a holistic and life-long endeavour
11 - • Recognise the importance of constantly engaging in professional development to improve practice, and using educational research as a lens to engage in reflective practice
12 - • Engage positively with the mathematics, physics and science community both inside and outside of educational spheres, and be a positive role model as a UCD graduate of mathematics and physics
Students who return failing grades in a trimester amounting to 15 credits, or more, will be identified under the UCD Continuation – Academic Progress policy. Students whose rate of progression and performance over two academic years is deemed unacceptable will be referred to the Governing Board to be reviewed for exclusion from the programme.
Students who fail to progress from the stage of the programme they are registered to for more than two academic years (except where a period of Leave of Absence has been granted for one of those years) will also be contacted under the Continuation – Academic Progress Policy.
As Stages 3 and 4 have the most dynamic components of the programme, and the material studied previously may no longer be relevant, a student who has been away from the programme for a significant period should be required to register again to Stage 3. The upper limit for completion of Stages 3 and 4 should be six years if they choose to do 120 credits with 20 in each year.
Stage 3

Students take 8 core modules. If not taken in Stage 2, STAT20110 must be taken in Stage 3. Students must take PSY10050 in Stage 3 or Stage 4.

Stage 4

Students take 8 core modules and 1 option module.

Module ID Module Title Trimester Credits
Stage 3 Core Modules
     
MATH30340 Peer-Assisted Tutoring Autumn 5
MST20010 Algebraic Structures Autumn 5
PHYC30020 Classical Mechanics and Relativity Autumn 5
PHYC30370 Study Abroad Physics Labs (5) Autumn and Spring (separate) 5
EDUC30050 Schools and Society Spring 5
MATH30390 Mathematics Pedagogy & Curriculum in Placement Spring 5
PHYC30070 Electromagnetism Spring 5
PHYC30090 Nuclear Physics Spring 5
Stage 3 Core Modules
     
Stage 3 Options - A)MIN0OF:
If not taken in Stage 2, STAT20110 and PHYC20100 must be taken in Stage 3.
     
PHYC20100 Thermo & Stat Physics Autumn 5
STAT20110 Introduction to Probability Autumn 5
Stage 3 Options - A)MIN0OF:
If not taken in Stage 2, STAT20110 and PHYC20100 must be taken in Stage 3.
     
Stage 3 Options - B)MIN0OF:
Students must take PSY10050 and MST30070 in Stage 3 or Stage 4.
     
PSY10050 Introduction to Psychology Autumn and Spring (separate) 5
MST30070 Differential Geometry Spring 5
Stage 3 Options - B)MIN0OF:
Students must take PSY10050 and MST30070 in Stage 3 or Stage 4.
     
Stage 3 Options - C)MIN0OF:
Students may take 10 credits from elective modules to complete Stage 3. Alternatively, students may take modules from the list below to complete Stage 3.
     
MATH20150 Graphs and Networks Autumn 5
MATH30030 Advanced Linear Algebra Autumn 5
MATH30090 Metric Spaces Autumn 5
MATH30360 Measure Theory and Integration Autumn 5
MST30010 Group Theory and Applications Autumn 5
MST30020 History of Mathematics Autumn 5
PHYC30030 Quantum Mechanics Autumn 5
SUST10010 Introduction to Sustainability Autumn 5
BSEN10010 Biosystems Engineering Design Challenge Spring 5
DSCY10040 Childhood Spring 5
DSCY10060 Energy, Climate Change & Policy Spring 5
EDUC10180 Irish Childhoods Spring 5
MATH30120 Topology Spring 5
MATH30180 An Intro to Coding Theory Spring 5
MATH30370 Markov Chains Spring 5
PSY10040 Introduction to the Psychology of Perception and Cognition Spring 5
STAT20100 Inferential Statistics Spring 5
Stage 3 Options - C)MIN0OF:
Students may take 10 credits from elective modules to complete Stage 3. Alternatively, students may take modules from the list below to complete Stage 3.
     
Stage 4 Core Modules
     
EDUC42180 Professional Placement & Portfolio 1 2 Trimester duration (Aut-Spr) 20
EDUC42850 Teaching Science A Autumn 5
MATH40810 Mathematics Pedagogy for Classroom Practice Autumn 5
MST30010 Group Theory and Applications Autumn 5
MST30050 Complex Analysis Autumn 5
EDUC42840 Maths Pedagogy in Placement Spring 5
EDUC42860 Teaching Science B Spring 5
MST30070 Differential Geometry Spring 5
Stage 4 Core Modules
     
Stage 4 Options - C)MIN0OF:
If not taken in Stage 3, PSY10050 should be taken in Stage 4.
     
PSY10050 Introduction to Psychology Autumn and Spring (separate) 5
Stage 4 Options - C)MIN0OF:
If not taken in Stage 3, PSY10050 should be taken in Stage 4.
     
Stage 4 Options - D)MIN0OF:
Students who have taken PSY10050 in Stage 3 select 5 credits from the list below to complete Stage 4. Students who take PSY20020 must have taken PSY10050 in Stage 3. Students who successfully complete an internship in the summer term betweeen Stage 3 and Stage 4 will be registered to SCI30080 Professional Placement module for Stage 4 credit.
     
EDUC43370 Teaching Second Level Science Autumn 5
EDUC43930 Maths/Applied Maths Methods 1A Autumn 2.5
MATH30360 Measure Theory and Integration Autumn 5
MST30020 History of Mathematics Autumn 5
PHYC30030 Quantum Mechanics Autumn 5
PSY20020 Child & Adolescent Development Autumn 5
SCI30080 Professional Placement-Science Autumn 5
SUST10010 Introduction to Sustainability Autumn 5
BSEN10010 Biosystems Engineering Design Challenge Spring 5
DSCY10040 Childhood Spring 5
DSCY10060 Energy, Climate Change & Policy Spring 5
EDUC10180 Irish Childhoods Spring 5
EDUC43940 Maths/Applied Maths Methods 1B Spring 2.5
MATH30120 Topology Spring 5
MATH30180 An Intro to Coding Theory Spring 5
MATH30370 Markov Chains Spring 5
MST30030 Financial Mathematics Spring 5
PSY10040 Introduction to the Psychology of Perception and Cognition Spring 5
STAT20100 Inferential Statistics Spring 5
Stage 4 Options - D)MIN0OF:
Students who have taken PSY10050 in Stage 3 select 5 credits from the list below to complete Stage 4. Students who take PSY20020 must have taken PSY10050 in Stage 3. Students who successfully complete an internship in the summer term betweeen Stage 3 and Stage 4 will be registered to SCI30080 Professional Placement module for Stage 4 credit.
     
See the UCD Assessment website for further details

Module Weighting Info  
  Award GPA
Programme Module Weightings Rule Description Description >= <=
BHSCI001 Stage 4 - 70.00%
Stage 3 - 30.00%
Standard Honours Award First Class Honours

3.68

4.20

Second Class Honours, Grade 1

3.08

3.67

Second Class Honours, Grade 2

2.48

3.07

Pass

2.00

2.47


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