| CODE | EPE1018 | ||||||||
| TITLE | Mathematics Education for Primary School Children | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 6 | ||||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||||
| DESCRIPTION | This study-unit presents how the primary mathematics curriculum is developed over the Years 1 - 6 (ages 5 -11), based on children's development and the nature of the subject. The study-unit will serve as an introduction to the teaching/learning process by considering how individual children can be supported to learn mathematics on an individual level, through small-group activities, and as a whole class. Various aspects of the mathematics curriculum will be explored namely: syllabi and learning outcomes that inform planning, informal and formal pedagogy, inclusive strategies, learning through stories, the key notion of representation, problem solving, language and assessment. A selection of curricular topics will also be included: Number (counting, number relationships, addition and subtraction), measurement, shape and space. Study-unit Aims: The aim of this study-unit is to help students become familiar with the teaching/learning process for mathematics at Primary level. This is important since mathematics is a key area of the primary curriculum. Through this study-unit, the students will become familiar with the Primary mathematics curriculum and learn how young children can be supported to learn mathematics, on an individual level, in small groups or as a whole class. Thus, the study-unit aims to impart knowledge, and provide experiences, that will prepare students who choose to go on to become primary school teachers. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - explain mathematical development in terms of cognitive and socio-cultural perspectives; - explain how mathematical concepts and processes are developed through the curriculum of the Primary grade levels; - distinguish between informal and structured pedagogies and provide examples of their application in the Early Years (5 - 7) and Junior years (8 - 11); - distinguish between traditional syllabi and child-centred learning outcomes and explain their implication for teaching/learning; - explain key mathematical concepts relating to Number,measurement, shape and space; - articulate different methods for supporting children's learning by engaging them in action and thought; - develop a positive attitude to researching knowledge necessary for supporting the learning of mathematics at primary level. 2. Skills By the end of the study-unit the student will be able to - plan for working on mathematical concepts and/or processes with individual children, a small group of children, or a whole class (in this respect the emphasis will be on ages 5 - 7, due to the fact that the programme includes a short teaching practicum at this level); - plan for using language appropriately during sessions with children (English, Maltese, mathematical language); - prepare inclusive teaching strategies; - decide on simple strategies for assessing mathematical knowledge; - develop their own problem solving skills; - practice journaling through documenting their own learning process; - develop research skills necessary for continuous professional development with regard to primary mathematics education. Main Text/s and any supplementary readings: Main Texts: - Early Math Collaborative (Erikson Institute) (2014). Big Ideas of Early Mathematics: What Teachers of Young Children Need to Know. Boston: Pearson. - Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2021). Elementary and Middle School Mathematics (10th ed.). Pearson. Supplementary Reading: - Glanfield, F. , Bush, W.S., & Stenmark, J. K. (2003). Mathematics Assessment: A Practical Handbook for Grades K – 2. NCTM. - Haylock, D (with R. Manning) (2018). Primary Mathematics explained for Primary teachers. SAGE. - Montague-Smith, A., Cotton, T., Hansen, A. & Price, A. J. (2018). Mathematics in Early Years Education (4th Edition). Routledge. - Whitin, D.J. & Whitin, P. (2004). New Visions for Linking Literature and Mathematics. NCTM. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Marie Therese Farrugia |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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