Course - Mathematical Modelling and ICT in the Teaching of Mathematics (for Grades 11-13) - SKOLE6232
SKOLE6232 - Mathematical Modelling and ICT in the Teaching of Mathematics (for Grades 11-13)
This course is no longer taught and is only available for examination.
Examination arrangement: Home exam
Grade: Letter grades
|Evaluation||Weighting||Duration||Grade deviation||Examination aids|
This course contains topics that show the role of mathematics in selected practical and theoretical situations. It involves modelling related to phenomena in nature and society and studying the mathematics used in such models. Another topic is students’ concept development and mathematization processes. This is about the transition from models of contexts to models for mathematical reasoning. Under this topic, semiotic representations will also be discussed. An important part of the course is linked to further development of competence in carrying out joint planning and observation of teaching in a community of colleagues and competence in leading development in mathematics teaching. The mathematical topics in this course are mainly taken from functions. Among other topics, one will work with rate of change as a basis for differential equations in contexts from e.g. biology and medicine, where growth models will be central: exponential growth, limited growth and logistic growth. The transition from models of realistic contexts to students’ models for mathematical reasoning will be central. This will be linked to the theoretical perspective represented by RME (Realistic Mathematics Education). Emphasis will be on offering students practical experiences with the use of digital tools in mathematics teaching, including conducting ICT-based teaching where modelling is central. Furthermore, work will be done on the way digital tools can be used to design tasks where particular pieces of mathematical knowledge are at stake.
The candidate has:
- advanced knowledge of how selected mathematical concepts are applied in practical and theoretical situations
- knowledge of key aspects of mathematical modelling
- advanced knowledge of the concept of function, with special focus on rate of change and differential equations
- knowledge of different mathematical models and how these are applied in practical and theoretical situations
- knowledge of the transition from models of realistic contexts to models for mathematical reasoning
- advanced knowledge of ICT in mathematics teaching and how various ICT tools can contribute to change and development of mathematics teaching in schools
- knowledge of semiotic representations and their significance in mathematics, especially with respect to ICT-supported mathematics teaching
The candidate can:
- organize students’ opportunities for learning mathematics through modelling
- use different contexts where change can be explained through the concept of instantaneous rate of change rate
- facilitate the transition from models of realistic contexts to models for mathematical reasoning
- initiate and lead classroom experiments in a community of colleagues where modelling is used as a teaching tool
- analyze observations of modelling activities in the mathematics classroom
- plan and analyze the use of ICT tools in mathematics teaching related to modelling
- use ICT in a way that promotes students’ learning of mathematics
The candidate has:
- didactic competence that enables mathematics teaching via a modelling perspective
- didactic competence that makes it possible to distinguish between modelling as a goal for teaching and as a method for teaching
- didactic competence that enables the design and implementation of teaching where ICT-based modelling is central
Learning methods and activities
The course is conducted with six compulsory gatherings (seminars) in Trondheim. Students must take this course at the same time as they take the course Task Design and the roles of the mathematics teacher (11th-13th grade) (7.5 ECTS credits) in the autumn semester and the course Research Methods in Mathematics Education (8th-13th grade) (7.5 ECTS credits) in the spring semester. Blackboard is used as the learning platform of the course.
- Compulsory assignments
- Compulsory attendance
Further on evaluation
Mandatory activities: Between each gathering (seminar), students will be given mandatory assignments. Some of these assignments will be related to work with pupils and colleagues at their own school. Mandatory attendance at gatherings.
Admission to a programme of study is required:
- (LÆRSPMATVU) - some programmes
Teacher Specialist (MLS)
Required previous knowledge
The course is part of the study programme Continuing Education for Teacher Specialists in Mathematics, Grade 8-13. It cannot be taken as a single subject, but must be included in the comprehensive study programme of 60 ECTS credits. Participants are recruited through the Norwegian Directorate for Education and Training.
Credits: 15.0 SP
Study level: Further education, higher degree level
Language of instruction: Norwegian
- School Development
Examination arrangement: Home exam
- Term Status code Evaluation Weighting Examination aids Date Time Examination system Room *
- Spring ORD Home exam 100/100 A 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"