MATH30320 Collaborative Pedagogy in Mathematics Education

Academic Year 2020/2021

This is a core Stage 3 module for anyone wishing to pursue one of the BSc. Mathematics, Science and Education pathways in DN200. As a development of the education pathways from Stages 1 & 2, this module will focus on developing students’ pedagogical content knowledge as relevant to the teaching of post-primary mathematics.
Students will be introduced to key skills in: sequencing content; choosing, designing, or modifying tasks relevant to specific learning outcomes; and incorporating assessment activities as part of teaching and learning. Students will participate in micro-teaching as a way of critically reflecting on their practice as pre-service teachers. Participation in lesson study, a collaborative form of teacher professional development, will form a core part of the module and students will work together to plan, conduct, observe and reflect on a research lesson as part of their module assessment.
Throughout the module, students will be introduced to key ideas in mathematics education research and will be asked to reference theories and ideas relevant to the teaching and learning of mathematics as part of their continuous assessment. Weekly reflections and module assignments will form part of your professional portfolio.
This module is available as an option or elective for students who are interested in STEM Education or who are pursuing education pathways in other universities (e.g. students on Erasmus). If you have any queries related to this module, please contact the lecturer Dr Mary Cunneen in the UCD School of Mathematics & Statistics.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module, students will be enabled to:
1. Critically reflect on the sequencing of mathematical content as relevant to post-primary students’ learning.
2. Select, devise, or modify mathematical tasks aligned to specifically constructed learning objectives in planning.
3. Plan, conduct/observe and reflect on teaching and learning as part of individual micro-teaching and as part of a collaborative lesson study group.
4. Engage with research on mathematics education and incorporate this research into planning and reflecting on teaching and learning.
5. Discuss the affective issues related to learning mathematics
6. Reference specified mathematics curricula as relevant to planning mathematics lessons.
7. Reflect on the development of their pedagogical content knowledge as beginning teachers of mathematics at post-primary level.
8. Reflect on and describe their beliefs about mathematics teaching and learning as pre-service post-primary teachers.
9. Reflect on and describe their identities as pre-service post-primary teachers.

Indicative Module Content:

Lesson Study
Mathematical Knowledge for Teaching
Pedagogical content knowledge
Sequencing student learning

Student Effort Hours: 
Student Effort Type Hours
Lectures

18
Small Group

6
Tutorial

12
Specified Learning Activities

20
Autonomous Student Learning

50
Total

106
Approaches to Teaching and Learning:
lectures;
reflective learning;
micro-teaching;
lesson study research lesson;
student presentations;
academic writing 
Requirements, Exclusions and Recommendations
Learning Recommendations:

Students should have participated in MATH10410.


Module Requisites and Incompatibles
Equivalents:
Maths Education (EDUC30010)


 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: Lesson Study Varies over the Trimester n/a Graded No

40
Continuous Assessment: Reflective Journal Throughout the Trimester n/a Graded No

25
Practical Examination: MicroTeach Week 2 n/a Graded No

5
Essay: Reflection on Pedagogy Coursework (End of Trimester) n/a Graded No

30

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Not yet recorded.

Name Role
Dr Mary Cunneen Tutor