This course builds upon the knowledge, skills and experience gained in Mathematics - Theory and Pedagogy 1. Students will be provided with the opportunity to further learning and pedagogy through a deeper and broader appreciation of the Mathematics curriculum. This will enable them to develop a firmer understanding of the relationship between learning, teaching and the curriculum. They will continue to undertake critical evaluations of their own personal competence in Mathematics. The course also seeks to equip students with the teaching skills necessary to become competent, effective and enthusiastic teachers of mathematics.

Three hours weekly: one x 1-hour lecture and one x 2-hour seminar.

None

None

Folio (40%) A portfolio of subject knowledge in mathematics skills (ILOs 1, 2 and 6)

Examination (30%) ILOs 4 and 5

Report (30%) A report on assessment in the mathematics classroom (ILO 3)

The aims of this course are to:

- develop students' knowledge of the primary mathematics curriculum
- deepen students' understanding of and skills in mathematics
- develop the skills, understanding and pedagogy in mathematics which will enable students to teach effectively throughout the age range 3-14
- make students aware of the continuum of additional support needs and to enable them to provide challenging activities and teaching approaches to meet those needs with special reference to mathematics

- increase students' awareness of the role of assessment in the teaching and learning process of mathematics
- familiarise students with the resources and technology that support effective teaching and learning in mathematics

- assess international and national studies of mathematics achievement and their implications for teaching and learning

By the end of this course students will be able to:

1) apply teaching and learning processes involved in the mathematics topics of number and measure, shape, position, movement and handling information
2) solve problems using a range of specified strategies and appreciate the implementation of problem solving processes
3) critically assess the importance of assessment in the teaching and learning of mathematics
4) explain how learning resources and recreational mathematics can enhance the learning of the subject
5) discuss the significance of recent national developments and research in teaching and learning mathematics
6) evaluate their own mental and numeracy skills.

1. Students must attempt at least 75% by weight of the components (including examination) of the course's summative assessment.

2. In order to be eligible for the award of credit for this course, students must achieve a minimum of 80% attendance (see programme handbook for further details).