Course - Pre-service mathematics teachers’ professional learning (5-10) - MGLU5503
Pre-service mathematics teachers’ professional learning (5-10)
About
About the course
Course content
The course emphasizes how research in mathematics education can be applied in classrooms at the lower and upper secondary levels. It also focuses on mathematics teachers’ professional growth, reflection, and development. The course is divided into three modules of approximately equal scope:
Module 1: Equity and inclusion
In this module, students will explore mathematics teaching with a particular focus on equity, inclusion, and diversity. The teaching will also address multilingual classrooms, affective aspects of mathematics learning, ethnomathematics and Sámi perspectives, as well as critical mathematics education.
Module 2: Resources in mathematics teaching
This module deals with the use, adaptation, and development of various resources for mathematics teaching and learning, with a particular emphasis on ICT.
Module 3: Development of mathematics teaching practices
In this module, students will work on developing mathematics teaching practices through topics such as inquiry-based teaching, teachers’ noticing and teacher moves, task design, and assessment for and of learning.
Through their work in the course, students will strengthen their ability to make informed professional and pedagogical choices in mathematics teaching and to justify these in a reflective manner. Students will also further develop their competence in observing and analyzing teaching and learning in mathematics at the lower and upper secondary levels.
Learning outcome
Knowledge
The candidate has
- a broad range of knowledge about modern research findings in inclusive mathematics education,
- advanced knowledge of the resource approach in mathematics education and the role that (text)books, classroom materials, and other resources play in the teaching of mathematics at the lower and upper secondary levels,
- advanced knowledge of ICT as a communication and mediation tool in mathematics education, and of how ICT can be used to construct mathematical meanings and to support the development of algorithmic thinking in mathematics teaching at grades 5-10,
- advanced knowledge of how mathematics teaching practices at grades 5-10 can be developed through various approaches, such as inquiry-based teaching, teachers’ noticing and teacher moves, task design, and assessment for and of learning.
Skills
The candidate can
- plan, design, analyze, and discuss teaching activities within the perspective of inclusive mathematics education at grades 5-10,
- refer to and critically evaluate specific resources to organize their own classroom activities, and plan and design domain-specific tasks within the mediating role of ICT and AI tools in teaching at the lower and upper secondary levels,
- apply principles from themes such as inquiry-based teaching, task design, and assessment for and of learning in their own teaching practice,
- use teacher noticing to identify and analyze students’ mathematical thinking and apply appropriate teacher moves to support and further develop students’ mathematical reasoning in mathematics teaching at the lower and upper secondary levels.
General competence
The candidate can
- contribute to the development of teaching practices and professional innovation in mathematics education at grades 5-10 through reflection on and exploration of their own and others’ practices within the school context,
- critically engage with, analyze, and reflect on mathematics education as a scientific discipline.
Learning methods and activities
The teaching and learning methods will alternate between lectures, literature studies, work on assignments (individually and groups), discussions, as well as oral students’ presentations. Academic discussions and interactions are important ways of working and learning, and it is expected that the candidates actively contribute to such activities.
Teaching Language
Norwegian or English
Compulsory assignments
- Mandatory work requirement according to the course description
Further on evaluation
Mandatory activities
- Mandatory attendance in teaching sessions: 75%
- Up to 2 oral group presentations, one of which is linked to the practicum assignment on professional learning addressed in the course
- Up to 8 written assignments
The semester plan will specify the number and timing of these activities. The group’s oral presentations are mandatory and must be approved. The written assignments are assessed as approved or not approved, and at least 75% of them must be approved for the candidate to be eligible to take the exam.
The students can be assessed, required to take part in coursework and required to attend teaching related to interdisciplinary topics.
Exam
Written school exam (6 hours). The exam is assessed with letter grades A to F.
Aids: Computer with specified software and websites. The permitted software and websites will be announced at the beginning of the semester.
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 30 credits at master's level in mathematics in the fourth year of primary and lower secondary school education or equivalent.
Required previous knowledge
Passed Mathematics 1 and Mathematics 2 (total of 60 credits) or equivalent.
Course materials
The course material is mainly scientific papers written in English. The final reading list will be published on Canvas at the beginning of the semester.
Credit reductions
| Course code | Reduction | From |
|---|---|---|
| DID3403 | 7.5 sp | Autumn 2020 |
| SKOLE6023 | 4 sp | Autumn 2020 |
Subject areas
- Teacher Education
- Mathematics