Objectives and competences
The course aims are to train students in the application of the principles of mathematics didactics, which they need for successful mathematics teaching in elementary school.
Students:
– demonstrate sovereign and critical attitude towards school mathematics,
– apply a logical sequence of problem-solving strategies in classrooms,
– plan to develop mathematical knowledge in classes,
– use technology in school mathematics,
– recognize the learning difficulties as a result of multilingualism, multiculturalism, deprivation, et al.,
– evaluate himself as a teacher of mathematics.
Content (Syllabus outline)
– Mathematical literacy, goals of school mathematics.
– Understanding of fundamental mathematical concepts and procedures, types and taxonomy of mathematical knowledge, representation of mathematical concepts, manipulatives.
– Developmentally oriented, student centred teaching, motivation, questions in mathematics classrooms, problem based teaching.
– Didactic elements of mathematics education (forms and methods of instruction, didactic principles, lesson planning model, educational references and resources …), and didactical planning (long- and short-range).
– School legislation and pedagogical documentation in elementary school.
– Mathematics curriculum in elementary school, textbooks and other taching rsorces, ICT.
– Equality principle, differentiation in elementary school, addaptations for struggling and promissing students.
– Assessment in elementary school.
– Selected topics of elementary school mathematics from 6th to 9th grade.
Learning and teaching methods
– lectures,
– Socratic method,
– problem-solving,
– cooperative learning,
– project work.
Teaching and learning are done through the didactic use of ICT
Intended learning outcomes - knowledge and understanding
On completion of this course, the student will be able to:
– evaluate appropriate activities for the development of mathematical literacy,
– apply the basic concepts in didactics of mathematics (representations, types of knowledge, taxonomy) in real situations,
– explain the structure of the math curriculum,
– critically evaluate learning resources in math,
– identify activities for developing problem-solving knowledge,
– use software tools in mathematics education,
– create a teaching sequence for mathematical concepts taught at the elementary level,
– plan integration of cognitive conflicts into methodological processes
– classify approaches according to the themes and content sections in the mathematics curriculum,
– emphasise the basic ideas of the content sections,
– design knowledge assessments for math,
– develop and implement team instructions in mathematics classrooms.
– self-evaluate the effectiveness of mathematics teaching.
Intended learning outcomes - transferable/key skills and other attributes
Transferable/Key Skills and other attributes:
- Communication skills: oral and written mathematical communication that complies with general language norms.
- Use of information technology: the use of software tools and applications in mathematics.
- Problem-solving: ability to solve educational problems in school mathematics.
- Numeracy: solving school mathematical problems.
Teamwork: designing and carrying out collaborative lessons.
Readings
Van de Walle, J. A., Karp, K. S.,Bay-Williams, J. M. (2015). Elementary and middle school mathematics. Teaching Developmentally. Boston [etc.] : Pearson.
Učni načrt za osnovno šolo, učbeniki, priročniki in druga učna gradiva za osnovno šolo.
Aktualni viri.
Prerequisits
There are no prerequisities.
Additional information on implementation and assessment Type (examination, oral, coursework, project):
– written exam
– microteaching,
– portfolio.
Each of the listed obligations must be assessed with a passing grade.
