EP304-30 Introduction to Secondary Mathematics Education
This module takes place in term 2 and is specially designed to introduce you to Mathematics curriculum and pedagogy in the Secondary school age range. You will explore your subject from a new perspective through engaging sessions at university led by teaching fellows and visiting teachers and have opportunity to support teaching and learning in practice through activities in a school or online learning setting with secondary age pupils. Through engagement in mathematics education you will have the opportunity to raise awareness of and encourage engagement with mathematics education within the local community.
The module is hosted by the Centre for Teacher Education (currently rated 'Outstanding' by OFSTED). Anyone who completes the module is automatically eligible for an interview for the Postgraduate Certificate in Education (PGCE) initial teacher training course (providing all entry requirements for Initial Teacher Training are met).
- To develop knowledge and understanding about the UK education system and what it is like to be a secondary mathematics teacher.
- To develop knowledge and understanding of mathematics education.
- To provide a professional experience in supporting the teaching of mathematics.
- To develop key transferable skills through engagement with 11-18 education.
- To develop skills in personal reflection on professional practice.
- To relate educational theory to education practice.
- To raise aspirations of school students and encourage access to the study of mathematics in Higher Education.
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
The theory which underpins the practice of mathematics teaching is explored through seminars led by CTE Teaching Fellows. The seminars begin by discussing the current context of the UK education system and national curriculum before exploring a range of key themes in education such as how students learn, how ideas develop in the school curriculum and using assessment for learning and specific aspects of pedagogy relating to the teaching of mathematics.
As part of the module you engage in mathematics education through contributing to support for secondary age mathematics students, either through online learning support or a short placement in a school. Whilst engaged in supporting mathematics learning you will develop your practical understanding of the teaching of mathematics. Indicative activities might include: developing learning resources, observing experienced teacher, supporting lessons, 1 to 1 or small group teaching, supporting school students in preparation for Higher Education.
To prepare for and support you for this you will participate a series of workshops at the university. These are highly interactive, practice based sessions, delivered by visiting teachers from local secondary schools. Sessions cover topics such as effective management of learning environments, developing resources to support learning and effective questioning
By the end of the module, students should be able to:
- LO1 Critically analyse and reflect on key issues in mathematics education in school.
- LO2 Critically reflect on practice in teaching mathematics in school.
- LO3 Apply learning theory to school mathematics teaching practices
- LO4 Demonstrate engagement with supporting the teaching and learning of mathematics.
- LO5 Demonstrate professional skills in collaboration and effective communication with young people.
- LO6 Demonstrate engagement with raising the aspirations of school students towards study in Higher Education
Indicative reading list
The key readings found through above Talis Aspire link are advised. Key readings for University sessions will also be detailed on the session plan and will be available prior to the session. You should also ensure that you regularly read other relevant educational literature such as the Times Education and the Guardian Education supplements along with any other subject specific reading lists which have been provided.
Through exploring the teaching and pedagogy of your subject you will consider and build connections between your subject, educational theory, the psychology of learning and cognition and also consider elements of policy, society and sociology. You will develop your written communication skills in producing both academic and professional evidence-informed rationales for practice.
Subject specific skills
You will develop skills relevant for teaching and the development of practice such as communication, collaboration and reflection. You will also develop skills relevant to the academic study of education such as analysis and critique. The module will also develop your skills in the pedagogy of your subject.
Reasoning and Problem Solving
Active Lifelong Learning
Communication (verbal and written)
Teamwork and working effectively with others
Information literacy (research skills)
Citizenship (local and global)
Inter-cultural learning and diversity awareness
|Lectures||2 sessions of 1 hour (7%)|
|Seminars||7 sessions of 2 hours (47%)|
|Practical classes||7 sessions of 2 hours (47%)|
Private study description
No private study requirements defined for this module.
|Category||Description||Funded by||Cost to student|
In the UK, anyone working with children is required to have a Disclosure & Baring Services (DBS) check. The Centre for Teacher Education will cover the costs of this, however, you will need to provide the relevant proof of identification and address prior to the start of the module.
|Field trips, placements and study abroad||
The module may provide the option for a short physical placement in a local school. You will be responsible for your travel arrangements to the placement. Placements are assigned to align with bus routes and opportunities for car share where possible. When possible, you will have the option to choose an alternative online teaching experience which will provide access to similar experiences and learning outcomes with no travel requirements.
You must pass all assessment components to pass the module.
Assessment group A
|Critical review on an issue in Mathematics Education||35%||60 hours|
A short (1000 word, approximately 4 sources) annotated bibliography on a chosen issue in Mathematics Education followed by a 500 word discussion and conclusion on the implications for teaching Mathematics.
|Evidence-based Mathematics teaching presentation||35%||75 hours|
A recorded teaching presentation designed to support children's learning in Mathematics with a 500-word teacher note, discussing the rationale relating to secondary mathematics curriculum, learning intentions or pedagogic theory.
|Academic Poster- what should future of maths education look like?||30%||60 hours|
An academic poster to synthesise ideas from the module learning and demonstrate their application by exploring what future of maths education should look like. This draws together concepts students will have developed at school/tutoring, as well as those they have encountered at the university through critical engagement with both theory and practice.
Feedback on assessment
Formative: During the course of the module students will have the opportunity to submit one annotated bibliography and their planning sheet for the academic poster for either written or audio feedback.
Summative: A written feedback sheet and in-text comments will be provided on each component.
This module is Optional for:
USTA-G300 Undergraduate Master of Mathematics,Operational Research,Statistics and Economics
- Year 3 of G300 Mathematics, Operational Research, Statistics and Economics
- Year 4 of G300 Mathematics, Operational Research, Statistics and Economics
- Year 2 of USTA-G1G3 Undergraduate Mathematics and Statistics (BSc MMathStat)
- Year 2 of USTA-GG14 Undergraduate Mathematics and Statistics (BSc)
This module is Option list B for:
UMAA-G105 Undergraduate Master of Mathematics (with Intercalated Year)
- Year 2 of G105 Mathematics (MMath) with Intercalated Year
- Year 3 of G105 Mathematics (MMath) with Intercalated Year
- Year 2 of USTA-G300 Undergraduate Master of Mathematics,Operational Research,Statistics and Economics
UMAA-G100 Undergraduate Mathematics (BSc)
- Year 2 of G100 Mathematics
- Year 3 of G100 Mathematics
UMAA-G103 Undergraduate Mathematics (MMath)
- Year 2 of G103 Mathematics (MMath)
- Year 3 of G103 Mathematics (MMath)
UMAA-G106 Undergraduate Mathematics (MMath) with Study in Europe
- Year 2 of G106 Mathematics (MMath) with Study in Europe
- Year 3 of G106 Mathematics (MMath) with Study in Europe
- Year 2 of UMAA-G1NC Undergraduate Mathematics and Business Studies
- Year 2 of UMAA-G1N2 Undergraduate Mathematics and Business Studies (with Intercalated Year)
- Year 2 of UMAA-GL11 Undergraduate Mathematics and Economics
- Year 2 of UECA-GL12 Undergraduate Mathematics and Economics (with Intercalated Year)
- Year 3 of USTA-GG14 Undergraduate Mathematics and Statistics (BSc)
UMAA-G101 Undergraduate Mathematics with Intercalated Year
- Year 2 of G101 Mathematics with Intercalated Year
- Year 4 of G101 Mathematics with Intercalated Year
USTA-Y602 Undergraduate Mathematics,Operational Research,Statistics and Economics
- Year 2 of Y602 Mathematics,Operational Research,Stats,Economics
- Year 3 of Y602 Mathematics,Operational Research,Stats,Economics
- Year 4 of USTA-Y603 Undergraduate Mathematics,Operational Research,Statistics,Economics (with Intercalated Year)