Course content

In this course, students will engage with the analysis of mathematical knowledge and the design of mathematics teaching, as well as mathematical modelling relevant for Grades 8-13 in school. The analytical frameworks will be the Theory of Didactic Situations in Mathematics and the Anthropological Theory of the Didactic. Key concepts will include: didactic system, didactic situation, adidacticity, milieu, didactic contract, reference model, and modelling of systems.

Learning outcome

Upon completing the course, students will be able to conduct preliminary epistemological and didactic analyses of mathematical knowledge and use these as a foundation for designing teaching sequences in mathematics for Grades 8-13. Students will also be able to address questions related to extra-mathematical systems through the modelling of such systems and adapt this modelling to mathematics teaching for Grades 8-13. Together with the courses MA3060 and RFEL3100, this course provides the academic foundation for writing a master's thesis with a focus on mathematics education.

Learning methods and activities

The teaching is organised as seminars containing a blend of lectures, group work and discussions, as well as presentations of students' work. The course requires a high degree of student participation. It is therefore necessary to be present in class to get sufficient learning outcome. The course will be given in autumn in years of odd numbers.

Compulsory assignments

• Presentation
• 80 % participation
• Empirically based task

Required previous knowledge

A minimum of 60 ECTS in mathematics and completed at least 30 ECTS of Practical Teacher Training (PPU) is required to be admitted to the course.

Course materials

The literature is based on research articles from mathematics education and will be announced at the start of the course.

Credit reductions