Rationale

Essential to the process of how children learn mathematics are problem solving, mathematical thinking and concept formation. Teachers who teach the Primary schools’ curriculum should be familiar with these processes and factors that may influence them.

Objectives

Students will be able to:

· demonstrate an understanding of the ways in which primary school children learn mathematics
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· demonstrate an understanding of the thinking processes that children use in learning mathematics.

· explore the ways in which the calculator, computer and other manipulatives influence mathematics thinking and learning

· establish and maintain the habit of keeping a reflective journal.

· facilitate the understanding of the structure of the National Curriculum i.e. the Primary Revised Curriculum

· show a knowledge of the content of the Primary Revised Curriculum.

Rationale

Being an effective teacher of requires not only knowledge of pedagogy but also sensitivity to, and an understanding of, the characteristics of the learner and the learning environment. This course provides an introduction to issues of learning generally and mathematics learning in particular.

Objectives

Students will be able to:

1. To identify factors associated with learning and to explore the particular demands of learning mathematics

2. To demonstrate an understanding of the models of learning as they relate to the learning of mathematics

3. To use diagnostic teaching skills as a means of facilitating learning.

4. To develop and use strategies for developing children's understanding in mathematics.

Rationale

Very often teachers come to the mathematics classroom focusing primarily on getting content across. While content is significant, the approach to teaching such content is of paramount importance and the teacher needs to develop teaching approaches which enable learning and promote thinking. This course builds on the knowledge and experience gained in ED22M and takes a critical look at classroom practice. It examines issues of teaching and learning in the lower secondary school, examines content, and emphasizes teaching strategies which allow for the development of a ‘thinking’ classroom.

Objectives

Students should be able to

1. appraise their own understanding of the dynamics of the mathematics classroom through critical assessment of their own and their colleagues' teaching of chosen topics in the Grades 7-9 curriculum.

2. demonstrate an understanding of the varying demands placed on the learner in the mathematics classroom.

3. design and use teaching strategies which would enable the development of thinking skills in the mathematics classroom

4. develop concept maps for specified topics in mathematics

5. use content analysis in planning for mathematics instruction

Rationale

Teaching mathematics gives rise to a range of issues which challenge the teacher. Some of these have been the subject of research and of development activity; all have been encountered in the experience of teachers who have often used intuitive and sometimes more considered responses. The course will examine issues raised by the students and others introduced by the course tutor towards establishing deeper understanding of the issues and appropriate action plans for the future.

Aims

To enable students to consider issues arising in the teaching and learning of mathematics; to analyse the context and the factors which relate to the issues; to consider relevant research and development work, to develop ideas for professional action in relation to the issue and to make plans for implementation in their own practice.

The performance of candidates in the Optional section of the CSEC Mathematics General Examination reflects a lack of understanding of many of the areas tested. The Optional Section in particular is approached in a very mechanical manner and candidates appear to be "trained" to answer these questions. Consequently many of them, even while being able to acquire a satisfactory grade in the overall examination find it difficult to cope with the demands of the CAPE or Advanced level mathematics syllabuses.

The content of the Optional section has its foundation in basic principles of the mathematics syllabus. It is therefore necessary for teachers to understand what these principles are, what the content entails, and be able to apply sound pedagogy in order to enable understanding.

Objectives:

Students will:

1. Appreciate the underlying principles of the CSEC Mathematics General Syllabus

2. Have a thorough understanding of the optional topics in the Syllabus

3. Develop strategies for presenting this and other relevant material at this level to students in Grades 10 and 11.

The aim of the course is to allow the exploration of selected topics in the Optional Section of the CSEC Mathematics General Syllabus in order to be able to present the topic in a more meaningful and coherent way.

Rationale

To know mathematics, one has to engage in it. This means not just learning a set of significant facts and standard methods but also investigating situations mathematically and solving problems using the processes of mathematics. Such an experience is not just for research mathematicians but is also for students of mathematics at the school level. If teachers are to provide this experience for their students they must experience and value this approach to mathematics themselves and then develop the appropriate teaching skills for working in the classroom.

Objectives

Students will be able to:

1. extend their knowledge and experience of mathematics through engaging in problem solving and investigations at their own level.

2. further develop skills in using technology as tools for exploring mathematics.

3. review the place of investigations and problem solving in the teaching of mathematics in school and develop skills for implementation in the classroom

4. carry out a teaching activity using open ended situations and evaluate student learning and the teacher’s performance.

Content

· The nature and significance of problem solving and its role in mathematics education.

· Self standing problems and problem solving within the study of a topic. Extending exploration through “What if …” and other questions. Communicating about the outcomes of working on problems both orally and in written form.

· Using graphic calculators and computer software to explore mathematics (eg using graph plotters, Geometer’s Sketchpad, spreadsheets)

· Reviewing curriculum issues and methods for using problem solving in the classroom and working on necessary skills for implementation in the selection, presentation, monitoring/support and assessment of problem solving.

· Working with fellow students in small groups to present an experience of problem solving to school students.

· Developing (i) a personal resource bank of problem solving activities, many of which have been tried and evaluated and (ii) strategies for the use of problem solving on their return to teaching in school.

Rationale

Mathematics has developed in response to human need and human curiosity. Much mathematics that is used today was developed many centuries ago but new mathematics continues to be developed, in fact at a faster rate than ever before.

Mathematics has become a basic component of education involving most pupils throughout the years of compulsory education. Teachers need a sense of where the mathematics they teach has its roots - culturally and historically - if they are to present the subject as a major human achievement with relevance to the individual child.

Objectives

Students will

1. become familiar with the development of a number of central themes in mathematics, through a study of the problems being faced, the mathematical ideas developed and the people behind these ideas.

2. explore ways to integrate the history and development of mathematical ideas in classroom teaching.

Content

· The development of some central aspects of mathematics eg numbers (in counting, numeration and different types of number), ways of calculating, geometry, algebra, calculus, probability

· The mathematicians and applications of their work.

· Mathematics of today - what has and is being developed and by whom.

· Purposes, strategies and materials for involving history in the teaching of mathematics in school.

Rationale

Teaching mathematics gives rise to a number of issues which challenge the teacher. An awareness of such issues seems to be a necessary ingredient for an improved teaching and learning environment. This course provides the opportunity for students to develop a deeper understanding of some current issues in the teaching of mathematics.

Objectives

Students will be able to:

1. consider and appraise a number of issues in the teaching and learning of mathematics;

2. consider relevant research and development work in order to develop action plans for the future.