Courses :: Module, NUMERACY

	Overview
	There are two distinct but related components to this module. The first is to develop student teachers� subject-matter knowledge of mathematics to aid in their numeracy development. This will be done by engaging student teachers in problem-solving activities involving mathematics that spans the mathematics curriculum. As well as students socially constructing mathematical knowledge, there are specific instances of direct instruction to model mathematical ideas to further develop student-teacher understanding and to avoid possible misconceptions. Secondly, this module problematises the reasons that primary-school pupils require intervention in mathematics and supports student teachers in choosing and using a range of models of intervention across all mathematical strands to respond to the needs of all pupils. Students will be challenged to examine and reflect upon the various contextual and systemic factors at play in relation to pupil attainment and to consider their professional agency and responsibility in this regard. There will also be a focus on the use of assessment as the basis of determining, planning for, and monitoring pupil learning. As part of a suite of numeracy-related modules across the BEd programme, student teachers will be encouraged to create meaningful links to see mathematics as a coherent whole and address gaps between theory and practice. To facilitate this, students will engage in reflective practice utilising their developing digital capacity. This development in professional growth in competency will promote professional agency to enact quality teaching and learning for all pupils.

Overview

There are two distinct but related components to this module. The first is to develop student teachers� subject-matter knowledge of mathematics to aid in their numeracy development. This will be done by engaging student teachers in problem-solving activities involving mathematics that spans the mathematics curriculum. As well as students socially constructing mathematical knowledge, there are specific instances of direct instruction to model mathematical ideas to further develop student-teacher understanding and to avoid possible misconceptions.

Secondly, this module problematises the reasons that primary-school pupils require intervention in mathematics and supports student teachers in choosing and using a range of models of intervention across all mathematical strands to respond to the needs of all pupils. Students will be challenged to examine and reflect upon the various contextual and systemic factors at play in relation to pupil attainment and to consider their professional agency and responsibility in this regard. There will also be a focus on the use of assessment as the basis of determining, planning for, and monitoring pupil learning.

As part of a suite of numeracy-related modules across the BEd programme, student teachers will be encouraged to create meaningful links to see mathematics as a coherent whole and address gaps between theory and practice. To facilitate this, students will engage in reflective practice utilising their developing digital capacity. This development in professional growth in competency will promote professional agency to enact quality teaching and learning for all pupils.

	Learning Outcomes
	On successful completion of the module, students should be able to: Demonstrate the ability to apply mathematics subject-matter knowledge to solve practical problems. Reflect on new knowledge from engaging in problems and evaluate how it can be integrated with relevant theories of education to inform their professional practice. Demonstrate an appreciation of mathematics as a creative process as opposed to a product of rules and procedures. Describe, utilise, and reflect upon a range of models of intervention in mathematics education in primary school and demonstrate an in-depth knowledge of one of these models. Demonstrate an understanding of why some primary pupils require intervention in mathematics and critically reflect upon their own role and professional agency toward addressing these factors. Demonstrate an understanding that high expectations underpin effective and inclusive teaching and learning for all pupils.

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes Assessment will consist of two assignments, one for each component of the module. Each assignment is worth 50% of the entire marks for the module.

Autumn Supplementals/Resits

	Additional Reading
	Please find below a sample of texts/resources studied. NCCA (2021) Draft Mathematics Curriculum. Available at: https://www.curriculumonline.ie/Primary/Curriculum-Areas/Mathematics/. Accessed 15.12.2021. Van de Walle, J.A., Karp, K.S. and Bay-Williams, J.M. (2020) Elementary and Middle School Mathematics: Teaching Developmentally. New York: Pearson. Wright, R., Martland, J., Stafford, A. and Stanger, G. (2006) Teaching Number: Advancing Children�s Skills and Strategies. Second edition. New York: Sage Publications. Wu, H. (2011) Understanding Numbers in Elementary School Mathematics. Providence: American Mathematical Society

Additional Reading

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NUMERACY

Semester 1

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