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MODULE AIMS:
to undertake a needs analysis of mathematical topics and concepts to assess the appropriate level for the participant
to develop knowledge and understanding of key foundation topics and their teaching, based on evidence from mathematically high performing countries
to understand the misconceptions made by pupils and students in key mathematical topics, concepts and notation
to appreciate how mathematics is used in the real world to explain or predict activities or optimise decision making
to identify and critically examine how applications and contexts can enhance the teaching of mathematics
to identify ways of improving professional and educational practice in the teaching of mathematics through extension, enrichment and practical activities designed for different abilities
to demonstrate enquiry, insight and analytical capability with regard to their own professional development of mathematical skills, knowledge and understanding.
INDICATIVE SYLLABUS CONTENT:
the logical nature of mathematics and its implications for teaching
pupil misconceptions in mathematics
experience in the practical applications of mathematics through contexts and mathematical modelling and implications for teaching
strategies for enhancing the mathematics curriculum at appropriate levels for the participant, including use of ICT
options for the mathematical study of new topics and their teaching, appropriate to the mathematical teaching experience of the participant
reviewing and evaluating progress towards more effective teaching of mathematical topics and concepts
IMPORTANT LINKS:
An overview of the content and structure of the sessions for Module 3 can be found here.
A list of useful mathematics websites for teachers can be found here
Some mathematics resources based on topical applications are available here
Resources based on the many forms of codes found in everyday life can be found here
Mathematical audits at a range of levels can be found here.
Details about the method of assessment for Module 3 can be found here.
Reading List:
Banwell, C. S, Saunders, K. D. and Tahta, D. G. (1972), Starting Points, Oxford University Press.
Land, F. (1960), The Language of Mathematics, John Murray, London.
Mottershead, L. (1977), Sources of Mathematics Discovery, John Wiley and Sons, Australasia.
Jacobs, H. R. (1997), Mathematics: A Human Endeavour, W. H. Freeman and Company, New York.
Averbach, B. and Chien, O. (1980), Mathematics, W.H. Freeman and Company, San Francisco.
Bryant, V. (1993), Aspects of Combinatorics, Cambridge University Press.
Croft, D. and Davison, R. (1995), Foundation Maths, Longman Scientific and Technical, England.
Graham, E. (1995), Mechanics, Collins Educational, London.
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