Course - Perspectives on The Number Concept (1-7) - MGLU4104
Perspectives on The Number Concept (1-7)
Assessments and mandatory activities may be changed until September 20th.
About
About the course
Course content
The central topic of this course is the number concept and various perspectives that are relevant to teaching at the primary level. The historical development of the number concept will be addressed, especially the development of various types of numbers (such as negative numbers) and number systems. Subjects from the philosophy of mathematics as an epistemological and ontological basis for mathematics will also be addressed. Conceptual development is another central topic, particularly the role of mathematical definitions and different semiotic representations. In this course we will be working with aspects of the number concept in the early years. Also, the role of the historical development and the ontological foundations of a given concept will be addressed. Furthermore, there will be work on various topics in number theory, such as divisibility, prime numbers, prime number factorization, Diophantine equations, and congruence. The work in number theory is related to mathematics at the primary level, but is also seen as an example of the historical and philosophical development and construction of a mathematical area.
Learning outcome
Knowledge
The student
- has thorough knowledge of the historical development of various aspects related to the concept of numbers
- has thorough knowledge of epistemological and ontological foundation for the concept of numbers
- has thorough knowledge of various basic topics within number theory that are relevant for the primary level
- has thorough knowledge about childrens development of the number concept in the early years
- has thorough knowledge about the significance of semiotic representations for conceptual development in mathematics
Skills
The student
- can explain the significance of the historical development of the number concept and its epistemological and ontological basis for mathematics teaching at primary level
- can use knowledge in number theory to plan and analyse teaching at the primary level
- can update his/her knowledge in research on conceptual development in mathematics, and use this to analyse episodes from practice
- can apply mathematical concepts that are central to the subject in practical and theoretical situations
General competence
The student
- has knowledge of mathematics as a subject in continuous development
- has knowledge about the significance of the teaching profession being research based
- can use current research in mathematics education to plan, implement, and analyse teaching plans
Learning methods and activities
The work methods vary between lectures, work on tasks (individually and in groups), discussions, and oral and written student presentations. Academic discussions and other academic interactions are important ways of working and learning, and it is expected that all students actively contribute to such activities. It is therefore important to participate and attend. Parts of the teaching will be in English.
Compulsory assignments
- Compulsory assignments according to course description
- Compulsory assignments according to course description
- Compulsory assignments according to course description
Further on evaluation
The grade is determined on the basis of an individual written exam. Grade A-F.
Compulsory assignments:
- An obligatory, individual academic text
- Two oral presentations: one oral presentation is individual and related to the academic text, and the second oral presentation is group work
- There will be five assignments during the semester. At least three of these must be approved.
Compulsory assignments are assessed as approved/not approved.
Specific conditions
Admission to a programme of study is required:
Primary and Lower Secondary Teacher Education for Years 1-7 (MGLU1-7) - some programmes
Recommended previous knowledge
Passed Mathematics 2 (30 ECTS) or equivalent.
Required previous knowledge
Passed Mathematics 1 (30 ECTS) or equivalent. Candidate must have successfully passed Mathematics 1 (30 ECTS) or equivalent and completed Mathematics 2 (30 ECTS) or equivalent 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
The final curriculum will be published on Blackboard before the start of the semester.
Credit reductions
| Course code | Reduction | From |
|---|---|---|
| LMM14001 | 15 sp | Autumn 2018 |
| DID3402 | 10 sp | Autumn 2020 |
| SKOLE6212 | 12 sp | Autumn 2020 |
| MGLU4105 | 7.5 sp | Autumn 2020 |
Subject areas
- Teacher Education
- Mathematics
Contact information
Course coordinator
Department with academic responsibility
Examination
Examination
Re-sit examination - Autumn 2025
School exam
The specified room can be changed and the final location will be ready no later than 3 days before the exam. You can find your room location on Studentweb.