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Session: 2022/23
Last modified: 21/06/2022 16:40:25
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Title of Module: Mathematics |
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Code: UGED08002 |
SCQF Level: 8
(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 is an Education Option at level 8 of the B.A. in Education and it seeks to provide students with knowledge, understanding and skills necessary to critically examine and further develop the main theories, concepts and principles underlying Mathematics. There will be further development of knowledge, skills and understanding, as well as critical analysis and evaluation of contemporary issues within Mathematics education. The module will engage students in investigative approaches to learning Mathematics and will further develop their own mathematical thinking.
Through studying this module, students will develop knowledge and understanding of pedagogical theories and professional practice (2.1.1) and 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 engage in critical reflection and use enquiring/critical approaches. They will also work collaboratively to develop their participatory competence.
Through participating in the module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are critical thinkers, effective communicators, collaborative and research-minded. They will also develop as problem solvers and be provided with experiences to develop their analytical skills.
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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 , skills and understanding in carrying out routine lines of enquiry, development or investigation into professional level problems and issues within Mathematics
L2.
Undertake critical analysis, evaluation and/or synthesis of a limited range of theories, principles and concepts in Mathematics
L3.
Convey complex information to a range of audiences and for a range of purposes. |
| 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 8.
Demonstrate a knowledge of the scope, defining features, and main areas of Mathematics studied in the module.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Apply knowledge, skills and understanding:
in carrying out routine lines of enquiry, development or investigation into professional level problems and issues within Mathematics
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| Generic Cognitive skills |
SCQF Level 8.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues that are within the common understandings in Mathematics. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Convey, formally and informally, information on standard/mainstream topics within Mathematics to a range of audiences. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Work with others to bring about development of new approaches to thinking in Mathematics. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
UGED07002
| Module Title:
Mathematics for Understanding
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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 such as the Aula VLE, main methodologies include collaborative working, problem-based learning, tutor/student-led discussions.
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, digital skills, creativity and critical thinking. Learning activities, assessment and feedback, where appropriate, provide students with choice, such as in the assignment, students can select any three tasks to write about from the module.
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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 | 28 |
| Independent Study | 158 |
| Tutorial/Synchronous Support Activity | 14 |
| 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.& Manning, R. (2019) Mathematics Explained for Primary Teachers sixth edition. London: Sage.
Haylock, D. and Manning R. (2019) Student Workbook for Mathematics Explained for Primary Teachers. London: Sage.
Mason, J. and Johnston-Wilder, S. (2006) Designing and Using Mathematical Tasks. St Albans: Tarquin Publications
Mason, J., Burton, L., & Stacey, K. (2011). Thinking mathematically. Pearson Higher Ed.
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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 | F Hendry |
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| Accreditation Details | General Teaching Council Scotland. |
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| Version Number | 3.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Summative assessment will be through the completion of a 2500 word written assignment with a 100% weighting. |
(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 age, disability, gender and gender identity, race, ethnicity, religion or belief, or sexual orientation. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate.
In line with the Equality Act 2010 and UWS Equality Outcomes 2017-21, the School of Education encourages the disclosure of support requirements, including disability, at the recruitment stage and throughout the duration of the module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. The School will endeavour to make reasonable adjustments to teaching and learning approaches and arrangements for assessment, and (when applicable) periods of school placement, where a student has disclosed specific requirements.
Students undertaking this module should develop increased understanding of societal and environmental conditions which may impact upon the educational attainment of individuals and groups.
UWS Equality and Diversity Policy [PSMD adds this automatically.]
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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