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Session: 2022/23
Last modified: 21/06/2022 16:02:10
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Title of Module: Mathematics for Understanding |
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Code: UGED07002 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | C
Webster |
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| Summary of Module |
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This module will cover relevant topics such as Number, Money, Measure; Information Handling; Shape, Position and Movement in depth to increase student confidence in their own mathematical competence.
Through investigative approaches to learning, students will develop greater understanding of concept development in mathematics as well as reflecting on their own attitudes and building up their confidence within mathematics. Students’ personal knowledge, understanding, attitudes and skills will also be further developed.
The module aims to develop the concept of ‘reflective practice’ in order to encourage students to reflect on their own increased competence and confidence in coping with mathematical concepts and everyday mathematical problems.
Students will also, through reflection, identify their own developmental needs within the hierarchy of mathematical concepts being studied.
- • • The module will support students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards:
Have knowledge and understanding of curriculum content and its relevance to the education of every learner (2.1.3); Have knowledge and understanding of pedagogical theories and professional practice (2.1.1);Have knowledge and understanding of Research and Engagement in Practitioner Enquiry (2.1.2); Engage in reflective practice to develop and advance career-long professional learning and expertise(3.3.2)
- • In relation to learning for sustainability, students will be encouraged to develop a set of globally relevant skills, abilities and behaviours that will support them in becoming work ready and successful. They will also develop their enquiry skills.
- • Through participating in the module, students will develop UWS Graduate Attributes in personal, academic and professional aspects. Students will be provided with experiences to deepen their knowledge and understanding, develop their problem solving skills, work collaboratively and communicate effectively.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Apply knowledge and understanding of the general areas of Mathematics.
L2.
Demonstrate knowledge that is embedded in the main theories, concepts and principles of Mathematics
L3.
Use numerical and graphical data to measure progress and achieve goals/targets |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Demonstrate an awareness of the dynamic nature of knowledge and the connections that are necessary to develop understanding in mathematics. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Apply knowledge, skills and understanding of mathematics in very practical and relevant contexts.
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| Generic Cognitive skills |
SCQF Level 7.
Evaluate information and ideas within topics such as Decimal Fractions and Algebra etc. to prevent the occurrence of misconceptions. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Use numerical and graphical data to measure progress and achieve goals/targets. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercise independence in carrying out self-study tasks linked to weekly inputs. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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In all modules on the BA Education programme, we take an authentic, best-practice and forward-looking approach to learning activities and assessment. There is a strong emphasis on situated learning and real professional scenarios. We are committed to interactive learning and the small number of learning activities that are purely transmission of information are normally pre-recorded. In workshops, which utilise classrooms, and other facilities as appropriate, the outdoors and the Aula VLE, main methodologies include collaborative working, problem-based learning, real-world tasks, research based learning, online tutor/student-led discussions, play/games.
All learning activities are aligned to relevant aspects of the professional standards. Individual, group or tutor-led reflection is required throughout. Learning activities develop 21st century skills such as communication, collaboration, creativity and critical thinking.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 6 |
| Tutorial/Synchronous Support Activity | 38 |
| Personal Development Plan | 4 |
| Independent Study | 152 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Haylock, D and Manning, R (2019) Mathematics explained for primary teachers. London: Sage Publications.
Haylock, D. and Manning R. (2010) Student Workbook for Mathematics Explained for Primary Teachers. London: Sage Publications.
Hansen, A, Drews, D, Dudgeon, J, Lawton, F and Surtees, L (2017) Children's errors in mathematics. Learning Matters.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Given the professional nature of the programme, 100% attendance and engagement is expected. The module co-ordinator maintains an overview of attendance and engagement. Should there be concerns, there will be liaison between module co-ordinator, personal tutor and the student to identify steps to support engagement and success. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Education |
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| Moderator | R Fotheringham |
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| External Examiner | L Waddell |
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| Accreditation Details | General Teaching Council Scotland. Contact School for current details. |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Summative assessment for this module will consist of an exam (100%) which will assess theory and applied knowledge and will also include a reflective report on progress within the ongoing tasks.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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This module is appropriate for all students irrespective of ethnic status, disability, age, gender, socio-economic background, religious and sexual orientation. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate. Flexibility and anticipatory adjustments in teaching and learning strategies and assessment facilitate inclusiveness within this module.
In line with current legislation (Equality Act, 2010) and UWS Equality Scheme (2010-13) the School of Education encourages the disclosure of additional / enabling support requirements (including disability) throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.
We will do our best to make reasonable adjustments to arrangements for learning and teaching activities and (when applicable) periods of school placement where we are made aware that an individual has particular needs or requirements.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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