Mathematics education

General data

Course ID:	2300-GPTE-CTM2-ME
Erasmus code / ISCED:	(unknown) / (unknown)
Course title:	Mathematics education
Name in Polish:	CTM2 - Mathematics education
Organizational unit:	Faculty of Education
Course groups:
ECTS credit allocation (and other scores):	(not available) Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.
Language:	English
Type of course:	obligatory courses
Short description:	The world of mathematics needs to be presented to students in a positive and friendly manner. New educational approaches and active teaching methods allow educators to take their pupils on an exciting and engaging journey. Math is the most international of all subjects and should be taught every day. Numeracy is the bridge between mathematics and the real world, and we should all understand how important it is to teach it efficiently, effectively, and with an infectious enthusiasm.
Full description:	The course indicates the importance of early childhood mathematical education in the future learning processes. The development of mathematical thinking and numeracy skills is of vital significance as they facilitate future abilities of drawing conclusions, problem solving, and others. The course aims to familiarize future teachers with selected content of the mathematics curriculums from around the world. We shall also, among other topics, focus on the effective teaching principles, active teaching methods, and understanding the role of teaching tools and games. Mathematics is around us and early school teachers should emphasize the presence and usefulness of mathematical thinking as well as making meaningful connections to enhance students’ understanding. The course covers basic skills and ways of teaching, along with indications of current trends in mathematical teaching and modern concepts from around the world. Additionally, examples of ways of working with students with special needs will be discussed.
Bibliography:	1. INTERNATIONAL ACADEMY OF EDUCATION, Glenda Anthony and Margaret Walshaw, Effective Pedagogy in Mathematics, 2. B. Franco, Funny Fairy Tale Math, Scholastic NY, 2001 3. Various international curriculums 4. Northern Ireland Curriculum, Active Learning and Teaching Methods for key stage 3 Additional literature : 1. Ontario Ministry of Education, A Guide to Effective Instruction in Math –Kindergarten to grade 6 2. Committee on Early Childhood Mathematics, Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity, The National Academies Press, 2009 3. Various texts from the National Numeracy Organization
Learning outcomes:	Learning outcomes: After the course, student should: -know the qualities of a good math teacher and aim for a positive perception of mathematics -know the term numeracy and what it means -know and understand the principles of effective mathematics teaching -have an overview of the scope of material contained in different mathematics curriculums in early childhood education - know how to plan lessons with mathematical content - know various active methods, tools, games, and approaches of teaching mathematics to young children
Assessment methods and assessment criteria:	attendance, activity during classes, preparing teaching materials

This course is not currently offered.

Course descriptions are protected by copyright.
Copyright by University of Warsaw.