In times of great challenge and flux, it is very important that mathematics teachers and mathematics consultants, policy makers and managers are able to critique their work in terms of the rich traditions of the mathematics education curriculum. By the end of the module, participants will be able to delineate the main assumptions behind a range of theoretical frameworks for conceptualising and analysing the learning and teaching of mathematics and their implications for policy and classroom practice. In particular, participants will engage with core readings in learning theories (from cognitive constructivist, socio-cultural, interactionist, to sociological perspectives), and the teaching
and assessment frameworks they often imply. Through their encounter with seminal scholarly texts, participants will develop a critical perspective on contemporary schemes currently impacting on mathematics learning, teaching and
assessment, and shaping alternatives for the future. Developing academic skills (reading and writing and argumentation based on scholarly sources and critique) will be an important emphasis of the module.
*Please note that although all module information is correct for the 2017/18 academic year, it is subject to change for future academic years.
Dr Carla Finesilver
Module assessment - more information
6,000 word assignment (100% of the module mark) and a minimum of 5 KEATS (e-learning) forum
posts (0% of the module mark)