MGLU4104 - Perspectives on The Number Concept (1-7)


New from the academic year 2020/2021

Examination arrangement

Examination arrangement: Written examination
Grade: Letters

Evaluation form Weighting Duration Examination aids Grade deviation
Written examination 100/100 6 hours ALLE
Written examination 100/100 6 hours ALLE

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. 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.

One will also look at modelling as a work method and what this may mean for work in mathematics at primary level, especially in terms of working with numbers.

Learning outcome

The candidate
- 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 the significance of semiotic representations for conceptual development in mathematics
- has thorough knowledge of modelling as a teaching method at the primary level

The candidate
- 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 use modelling as a work method
- can apply mathematical concepts that are central to the subject in practical and theoretical situations

General competence
The candidate
- 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

Exam registration requires that class registration is approved in the same semester. Compulsory activities from previous semester may be approved by the department.

Admission to a programme of study is required:
Primary and Lower Secondary Teacher Education for Years 1-7 (MGLU1-7)

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 To
LMM14001 15.0 01.09.2018
DID3402 10.0 01.09.2020
SKOLE6212 12.0 01.09.2020
MGLU4105 7.5 01.09.2020
More on the course



Version: A
Credits:  15.0 SP
Study level: Fourth-year courses, level IV


Term no.: 1
Teaching semester:  SPRING 2021

Language of instruction: Norwegian


Subject area(s)
  • Teacher Education
Contact information
Course coordinator:

Department with academic responsibility
Department of Teacher Education



Examination arrangement: Written examination

Term Status code Evaluation form Weighting Examination aids Date Time Digital exam Room *
Spring ORD Written examination 100/100 ALLE
Room Building Number of candidates
Spring ORD Written examination 100/100 ALLE INSPERA
Room Building Number of candidates
  • * The location (room) for a written examination is published 3 days before examination date. If more than one room is listed, you will find your room at Studentweb.

For more information regarding registration for examination and examination procedures, see "Innsida - Exams"

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