Course content

This course provides a deeper understanding of theories of learning in mathematics, and discusses the implication of such understanding for the teaching of mathematics. The focus is on cognitive and sociocultural theories and how these can shed light on mathematics learning for pupils in grades 1-7, including those with special educational needs. Emphasis is placed on developing students’ ability to analyze learning situations from practice. On this basis, they will be able to make well-founded choices regarding the organization of mathematics instruction. Central to the course is working with mathematics education theory and applying theory to analyze and plan teaching. Reasoning and proving will be a recurring theme across most mathematical topics addressed in the course, and the analysis of pupils’ learning will, for example, include the analysis of pupils’ reasoning.

Learning outcome

Knowledge

The student

• has advanced knowledge of theories of mathematics learning as acquisition and as participation
• has advanced knowledge of forms of reasoning and argumentation in mathematics, and how reasoning and proving can be connected to topics in school mathematics
• has in-depth knowledge of key aspects of learning and teaching reasoning
• has in-depth knowledge of the cognitive development of number sense
• has in-depth knowledge of different forms of adapted mathematics instruction and various ways of assessing the need for such adaptation

Skills

The student

• can read and engage with theories of mathematics learning
• can analyze pupils’ learning of reasoning and proving
• can develop teaching activities to support pupils’ reasoning across different mathematical topics
• can identify the need for and implement adapted mathematics instruction
• can design teaching activities tailored to pupils with diverse mathematical needs

General competence

The student

• can make theoretically anchored choices in order to facilitate pupils' opportunities for learning the mathematical topics that are central to the course
• has thorough knowledge of relevant and recent research in mathematics education on the topics covered by the course
• can present the results of theoretically anchored and empirically based investigations within the grades 1-7

Learning methods and activities

The teaching and learning methods will alternate between lectures, literature studies, work on assignments (individually and in groups), discussions, as well as oral and written student presentations. Academic discussions and interactions are important ways of working and learning, and it is expected that the candidates actively contribute to such activities.

Compulsory assignments

• Compulsory assignments according to course description

Specific conditions

Recommended previous knowledge

Passed Mathematics 2 (30 ECTS credits) or similar

Required previous knowledge

Candidate must have successfully passed Mathematics 1 and completed Mathematics 2 to begin Cycle 2 courses. Passing is understood as the student completing the course and passing the examination. Completed is understood as having all obligatory coursework approved and qualifying the student for the course examination.

Course materials

Final curriculum will be published on the learning platform in the beginning of the semester.

Credit reductions