Mathematics, Biology and Education (A) (MMS6)

Academic Year 2020/2021

Curricular information is subject to change

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This programme is aimed at students who want to develop dual, but complementary, identities of mathematician/biologist and pedagogue in order to pursue professional careers as post-primary mathematics, biology and science teachers. We value, and therefore encourage our students to develop, indepth specialist content knowledge in mathematics and biology, 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, biology 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/biologist 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. 


  • Demonstrate an indepth, specialist knowledge of mathematics and biology
  • Demonstrate an indepth knowledge of educational theories as related to mathematics and science education
  • 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
  • Apply a scientific approach – questioning, hypothesizing, testing, and evaluating – to problem-solving (K, S)
  • Communicate and present mathematical and scientific ideas creatively in a variety of forms (e.g. oral, written, video) with confidence and enthusiasm
  • 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
  • Manage a classroom in a socially equitable manner that encourages the formation of positive student identity and encourages student interactions and contributions
  • Critically reflect on his/her practice and engage with educational research, in order to consistently take a “fresh” approach to teaching and developing professionally
  • Inspire and motivate students of mathematics 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
  • Inspire and scaffold students to a high level of engagement with learning as a holistic and life-long endeavour
  • Recognise the importance of constantly engaging in professional development to improve practice, and use educational research as a lens to engage in reflective practice
  • Engage positively with the mathematics and science community both inside and outside of educational sphere, and be positive role models as UCD graduates of mathematics and science.
Approved Additional Standards for Continuation in undergraduate degree programmes in Science (all majors):

Students who return failing grades in a semester amounting to 15 credits, or more, will be identified under the UCD Continuation and Readmission Policy. Students whose rate of progression and performance over two academic sessions (2 years) is deemed unacceptable will be referred to the Academic Council Committee on Student Conduct and Capacity for exclusion from the programme.

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 10 core modules.

Stage 4

Students take 8 core modules and 1 option module.

Module ID Module Title Trimester Credits
Stage 3 Core Modules
     
EDUC43370 Teaching Second Level Science Autumn

5

ENVB30010 Systems Ecology Autumn

5

MATH30320 Collaborative Pedagogy in Mathematics Education Autumn

5

MST20010 Algebraic Structures Autumn

5

STAT20110 Probability Theory Autumn

5

ZOOL30030 Evolutionary Biology Autumn

5

EDUC30050 Schools and Society Spring

5

ENVB30100 Ecological and Environmental Microbiology Spring

5

MATH30330 Post-Primary Placement in Mathematics Spring

5

ZOOL30010 Functional Morphology Spring

5

Stage 3 Core Modules
     
Stage 3 Options - C)MIN0OF:
Students who did not take MST20040 in Stage 2, MUST TAKE this module in Stage 3.
     
MST20040 Analysis Spring

5

Stage 3 Options - C)MIN0OF:
Students who did not take MST20040 in Stage 2, MUST TAKE this module in Stage 3.
     
Stage 4 Core Modules
     
EDUC42180 Professional Placement I 2 Trimester duration (Aut-Spr)

20

EDUC42800 Pedagogical Approaches to Mathematics Autumn

5

EDUC42850 Teaching Science A 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 Geometry Spring

5

Stage 4 Core Modules
     
Stage 4 Options - A)MIN1OF:
Students must choose one of the following options:
     
MST30020 History of Mathematics Autumn

5

MST30030 Financial Mathematics Spring

5


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