Study-Unit Description

Study-Unit Description


CODE MSM5007

 
TITLE Resources for Teaching Mathematics

 
UM LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
MQF LEVEL 7

 
ECTS CREDITS 10

 
DEPARTMENT Mathematics and Science Education

 
DESCRIPTION This study-unit will focus on:

- The theoretical & practical issues associated with the use of resources in the mathematics classroom;
- The process of planning, preparing, delivering, evaluating and adapting mathematics lessons that make use of a wide variety of mathematical resources; and,
- Ideas on how to use a wide variety of mathematical resources in order to enhance the teaching and learning of mathematics.

Study-Unit Aims:

- To help student teachers learn about the theoretical and practical issues associated with the use of resources in the mathematics classroom.
- To help student teachers learn about the process of planning, preparing, delivering, evaluating and adapting mathematics lessons that make use of a wide range of mathematical resources including calculators, computers; manipulatives; people mathematics activities; games; puzzles; treasure hunts; mathematics trails; orienteering treks; and, interdisciplinary activities.
- To help student teachers learn ideas on how to use a wide variety of mathematical resources in order to enhance the teaching and learning of the four areas of the mathematics curriculum - number; shape, space and measures; algebra; data handling and chance.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:
- define the term 'mathematical resource' and give appropriate examples;
- describe the main psychological perspectives of learning that underpin learning in the mathematics classroom - objectivist & constructivist learning theories - and explain how these perspectives influence the way resources are used in the mathematics classroom;
- identify the common features of all the main learning theories and explain how these common features will influence the design and use of mathematical resources;
- define the terms 'medium' and 'window on learning' and explain the importance of these concepts in the use of resources in the mathematics classroom;
- explain the concrete-abstract continuum indicating how it can be used to select appropriate resources for learners of different learning styles and multiple intelligences;
- describe technologies for learning and some of their critical attributes and cite some examples;
- compare and contrast the ASSURE model and the TIP model of resource integration and explain how each of these models can be used to plan resource use in a systematic manner;
- identify resources that can be used in the mathematics classroom including calculators, computers; manipulatives; people mathematics activities; games; puzzles; treasure hunts; mathematics trails; orienteering treks; and, interdisciplinary activities;
- identify theory that underpins learning of the main areas of the mathematics and explain how this theory should influence teaching and learning in those areas; and,
- identify a number of topics from the mathematics syllabus which are well known to be difficult and explain how resources can be used to help pupils learn these topics in a more effective, efficient and creative way.

2. Skills:

By the end of the study-unit the student will be able to plan, prepare, deliver, evaluate and adapt mathematics lessons that make use of a selection of mathematical resources such as calculators, computers & appropriate software (spreadsheet, dynamic geometry system, computer algebra system; programming language); manipulatives (structured such as algebra tiles, cuisenaire rods and numicon tiles and unstructured such as geoboards, geostrips, multi-link cubes, clixi shapes, georeflectors, multibase blocks and tessellation shapes); people maths; games; puzzles; treasure hunts; mathematics trails; orienteering treks; and interdisciplinary activities involving other subject areas such as PE, HE and History using either the ASSURE model or the TIP model.

Main Text/s and any supplementary readings:

Main Texts:

- Drews, D. & Hansen, A. (eds.) (2007). Using Resources to Support Mathematical Thinking. Primary and Early Years. Exeter: Learning Matters.
- Grouws, D.A. (ed.) (1992). Handbook of Research on Mathematics Teaching and Learning. Broadway, New York: Simon & Shuster Macmillan.
- Heinich, R., Molenda, M., Russell, J.D. & Smaldino, S.E. (2002). Instructional Media and Technologies for Learning (7th edition). Upper Saddle River, New Jersey: Merill Prentice Hall.
- Oldknow, A. & Knights, C. (eds.) (2011). Mathematics Education with Digital Technology. London: Bloomsbury.
- Oldknow, A., Taylor, R. & Tetlow, L. (2010). Teaching Mathematics using ICT (3rd edition). London: Continuum.
- Prestage, S. & Perks, P. (2001). Adapting and Extending Secondary Mathematics Activities: New Tasks for Old. Abingdon: David Fulton Publishers.
- Roblyer, M.D. (2006). Integrating Educational Technology into Teaching (4th edition). Upper Saddle River, New Jersey: Pearson Merill Prentice Hall.
- Sobel, M.A. & Maletsky E.M. (1999). Teaching Mathematics: A Sourcebook of Aids, Activities, and Strategies. (3rd edition). Needham Heights, Massachusetts: Allyn & Bacon.
- Watson, A., Jones, K. & Pratt, D. (2013). Key Ideas in Teaching Mathematics:Research-based Guidance for Ages 9-19. Oxford: Oxford University Press.
- Zaslavsky, C. (1993). Multicultural Mathematics: Interdisciplinary Cooperative-Learning Activities. Portland, Maine: J. Weston Walch Publisher.
- Zaslavsky, C. (1998). Math Games & Activities from around the World. Chicago, Illinois: Chicago Review Press.

Students will also be given a pack containing handouts and worksheets prepared by the lecturer using various other sources such as those in the list of supplementary texts.

Supplementary Readings:
(The following supplementary texts are also useful.)

- Blume, G.W. & Heid, M.K. (eds.) (2008). Research on Technology and the Teaching and Learning of Mathematics. Volume 1: Research Syntheses. Reston, Virginia: National Council of Teachers of Mathematics.
- Blume, G.W. & Heid, M.K. (eds.) (2008). Research on Technology and the Teaching and Learning of Mathematics. Volume 2: Cases and Perspectives. Reston, Virginia: National Council of Teachers of Mathematics.
- Burns, M. (2015). About Teaching Mathematics (4th edition). Sausalito, California: Math Solutions.
- Calder, N. (2011). Processing Mathematics Through Digital Technologies. Rotterdam: The Sense Publishers.
- Chambers, P. & Timlin, R. (2013). Teaching Mathematics in the Secondary School (2nd edition). London: Sage.
- Eastaway, R. & Haigh, J. (2011). The Hidden Mathematics of Sport. London: Portico.
- Foster, C. (2013). The Essential Guide to Secondary Mathematics: Successful and Enjoyable Teaching and Learning. Abingdon: Routledge.
- Johnston-Wilder, S. & Pimm, D. (eds.) (2005). Teaching Secondary Mathematics with ICT. Maidenhead: Open University Press.
- Masalski, W.J. & Elliott, P.C. (eds.) (2005). Technology-Supported Mathematics Learning Environments. Reston, Virginia: National Council of Teachers of Mathematics.
- Ollerton, M. (2009). The Mathematics Teacher's Handbook. London: Continuum.
- Ollerton, M. (2014). 100 Ideas for Secondary Teachers: Outstanding Mathematics Lessons. London: Bloomsbury.
- Savage, J. (2011). Cross-Curricular Teaching and Learning in the Secondary School. Abingdon: Routledge.
- Tanner, H. & Jones, S. (2000). Becoming a Successful Teacher of Mathematics. Abingdon: RoutledgeFalmer.
- Van de Walle, J.A., Karp, K.S. & Bay-Williams, J.M. (2013), Elementary and Middle School Mathematics: Teaching Developmentally. Upper Saddle River,New Jersey: Pearson.

 
ADDITIONAL NOTES Pre-requisite Qualifications: 70 ECTS at Undergraduate level or higher in Mathematics

 
STUDY-UNIT TYPE Ind Online Learning, Lecture, Placement & Tutorial

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Sept. Asst Session Weighting
Assignment SEM2 Yes 20%
Portfolio SEM2 Yes 80%

 
LECTURER/S Philip Borg

 

 
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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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