Course - Mathematics 2 (5-10) Module 2: Stochastics and the Inquiring Mathematics Teacher - MGLU2503
Mathematics 2 (5-10) Module 2: Stochastics and the Inquiring Mathematics Teacher
Assessments and mandatory activities may be changed until September 20th.
About
About the course
Course content
In this course, students engage with mathematics education and mathematical content that are central to teaching mathematics in grades 5-10, with a particular emphasis on stochastics—that is, probability and statistics. The use of statistics and mathematical modeling to describe and understand the world is a key component of comprehensive mathematical competence and forms an important part of the course. Students will carry out a research and development project in which they apply mathematics education research and relevant research methodologies. Key teaching practices include assessing students’ mathematical competence and providing feedback that supports learning.
Learning outcome
Knowledge
Upon completing the course, the student will:
- have in-depth knowledge of aspects of statistics, combinatorics, and probability relevant to grades 5-10;
- have knowledge of regression analysis and simulations;
- be able to explain formative and summative assessment in mathematics, and various ways of providing feedback to students;
- have knowledge of mathematical learning difficulties, assessment tools, and possible interventions;
- be familiar with quantitative and qualitative research methods relevant to mathematics education research;
- have knowledge of experimentation, hypothesis formation, justification and falsification, generalization, and how to facilitate student participation in such processes.
Skills
Upon completing the course, the student will:
- be able to engage with stochastic problems beyond the scope of the school curriculum;
- be able to plan, implement, and evaluate teaching in stochastics that supports student learning;
- be able to design both practical and theoretical activities in stochastics, including the use of programming and other digital tools;
- be able to assess students’ mathematical competence and provide feedback that supports learning;
- be able to use quantitative and qualitative research methods to carry out and present mathematics education research projects.
General Competence
The student:
- can participate in and contribute to R&D projects and other collaborative efforts aimed at improving mathematics education practice;
- can explain the importance of mathematics for participation in a democratic society, for example, understanding decisions based on mathematical models;
- is aware of their own identity and practice as a mathematics teacher.
Learning methods and activities
The course includes a variety of learning activities such as presentations, reading mathematics education research articles, working on different types of tasks, discussions, and microteaching. Exploratory learning processes are emphasized to promote students’ critical reflection and their development toward becoming mathematics teachers.
Compulsory assignments
- Obligatory course work according to course description
Further on evaluation
Compulsory Activities
- Mandatory attendance in at least 75% of scheduled teaching sessions
- Up to eight written assignments
- Participation in up to four workshops
Assessment Details
The semester plan will specify the number and timing of compulsory activities, as well as how many must be approved. One of the written assignments will be a test in school mathematics. All compulsory assignments are assessed as approved or not approved.
In addition, one compulsory assignment will be related to instruction in the second official language (Norwegian Nynorsk or Bokmål, depending on the student’s primary form).
Students may also be assessed on, and required to complete, assignments and attendance related to cross-curricular topics.
Final Assessment
- Part 1: Academic paper
- Part 2: Oral examination
Details regarding the implementation of the assessments will be provided during the semester. Each assessment component may be appealed individually. In the case of a deferred exam, the format may be changed. Students may register to retake either part 1, part 2, or both.
Specific conditions
Admission to a programme of study is required:
Primary and Lower Secondary Teacher Education for Years 5-10 (MGLU5-10) - some programmes
Recommended previous knowledge
Passed Mathematics 1 5-10 (30 ECTS) or similar.
Course materials
Syllabus will be published on Canvas at the start of the term.
Credit reductions
| Course code | Reduction | From |
|---|---|---|
| LGU52015 | 15 sp | Autumn 2018 |
Subject areas
- Teacher Education
- Mathematics