Course content

This course examines central didactical perspectives and content matter in mathematics teaching for grades 1-7. The examination of different aspects of numbers and computations, and the development of basic number sense is central to success in this course. Furthermore, we will connect the knowledge of multiplicative structures to various strategies in working with numbers and operations. We will also investigate relationships between numbers, and examine how generalizing properties of numbers can prepare an individual for algebraic thinking. Lastly, we will thoroughly analyze the foundational understanding of concepts in fractions.

Learning outcome

Knowledge:

The candidate

• has knowledge of mathematical learning and development processes and of how to facilitate active student participation in these processes
• has knowledge of varied forms of communication, conversations, and the role language plays in learning mathematics, as well as different views on the learning of mathematics
• has knowledge of different representations, and the effects the use of representations can have on pupils' learning
• has incipient knowledge of the various research methods in mathematic didactics and ethics, related to research involving student learning

Skills:

The candidate:

• can plan, carry out, and evaluate mathematic teaching for all pupils in grades 1-7 with a focus on variation and pupil activity
• can use work methods that promote pupil's wonder, creativity, and ability to work systematically with problem solving activities, reasoning, and argumentation
• can communicate with pupils; can listen to, evaluate, make use of pupils' input and stimulate pupil's mathematical thinking
• can analyze and evaluate pupils' way of thinking, argumentation, and problem-solving methods from different perspectives on knowledge and learning

General competence:

The candidate

• as insight into the significance mathematics has as a generally educative subject and its interplay with culture, philosophy, and social development
• has insight into the significance mathematics has for development of critical democratic competence

Learning methods and activities

During classes, varied working methods will be used: - lectures - reviews of examples and tasks - workshops and learning station teaching - individual work on tasks, episodes, and cases from teacher practice - problem solving - presentations for other students and - teaching in teacher practice The subject will engage students in scientific work forms; inquiry-based learning processes will promote the students’ independence, analytical skills, and critical reflection. Much of the class work will be process oriented, in which an inductive work method with high degree of student activity will be central. Students will work individually and in groups. During the course, students will undertake a certain number of tasks of varied character, and these tasks will produce both written documents and oral presentations. Lastly, students and instructors will supervise and respond to student-generated coursework.

Compulsory assignments

• Obligatory course work according to course description

Specific conditions

Course materials

The final reading list will be posted on Blackboard before the beginning of the term.

Credit reductions