Portfolio

1 - Portfolio - 20

Individual written report

2 - Report - 40

Group Presentation

3 - Oral assessment and presentation - 40

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Creating a PDP/Reflective Learning Log, Gap Analysis
Qualitative and quantitative approaches to teaching and learning of mathematics
Analysis and presentation of data
Synchronous vs. asynchronous mathematics learning
Teaching Observations, Peer Observations
Inequality in Education and Teacher Training
Curriculum Planning in secondary/post-secondary Mathematics

Feedback is provided in a number of ways throughout your module. This includes feedback you receive during teaching from both peers and lecturers and that provided for formative assessment. Following an assessment, you will be given your marks and feedback in line with the assessment regulations and policy. More information on the timing and type of feedback that will be provided for each assessment will be available from the module leader. <a href='https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations'>https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations</a>

This module will support the development of all the graduate attributes. Your module leader will provide you with information about how your learning, teaching and assessment activities support your development of these attributes. The graduate attributes are: - Always learning - Engaged in the world - Technical and digital - Connected Professional - Creating Impact

In-Person - 

Self-directed - 

DfE Teachers Standards

Graphical representations of data improve student understanding of measurement and uncertainty: An eye-tracking study.

STEM Teaching Experiences: Impacting Elementary Teacher Candidates’ Perceptions of Teaching Mathematics.

Investigations in Mathematics Learning, 14:1, 14-27.

Teaching Mathematics for Social Justice: Transforming Classroom Practice.

What Makes Great Teaching

Teaching Mathematics at a Distance, a Challenge for Universities.

Educ. Sci., 11, 1.

Representation in teaching and learning mathematics.

International Journal of Education in Mathematics, Science, and Technology (IJEMST), 9(1), 1-21.

MA3696 - Teaching and Communication in Mathematics

MA3696-PRD2-PER-ALV1

Students will learn through a continuous interplay between theory and practice. Lectures will introduce mathematical ideas and pedagogical frameworks, which students then reflect to devise lessons and learning activities appropriate for their partner school. Learning will develop through guided classroom discussion, case studies in problem-solving, research articles in pedagogical theory and structured reflection that encourages students to connect academic research with real classroom experience.

The module will consist of 2 weekly lecture hours in which topics will be explored in small groups.  There is an emphasis on pre- and post- work outside of the contact hours, as this will make significant contributions to the workshop sessions.

Teaching and Communication in Mathematics

Explore and critically evaluate pedagogical approaches to teaching mathematics.

Skills

Reflect analytically on your own developing practice as a mathematics teacher

Values and attitudes

Demonstrate selected mathematical concepts appropriate for teaching in secondary schools.

Knowledge

Investigate and discuss how schoolchildren learn mathematics, and what teaching methods work best for different types of learners.

Apply theoretical perspectives to observed classroom practice; to observe and reflect on the communication and teaching of mathematics