Each participant will prepare a Mathematics Learning pack (equivalent to 3000 words) to include:
a) an activity or resource;
b) a rationale related to purpose, mathematical knowledge and vocabulary;
c) an appraisal of its effectiveness in use.
The pack will be assessed in relation to the achievement of the learning outcomes and the criteria in the QAA Educational Studies Benchmark document.

Atkinson, S. (Ed) (1992) Mathematics with Reason, London, Hodder and Stoughton
Cleves, I. (1994) Maths, the school and the workplace: a professional development resource, London, BP
Cockcroft, W. (1982) Mathematics Counts, London, HMSO
Daniels, H. and Anghilen, J. (1995), Secondary Mathematics and Special Educational Needs, London, Cassell
DfEE (1995) Mathematics in the National Curriculum, London, HMSO
DfEE (1998) The National Numeracy Strategy, Cambridge, Cambridge University Press
DfEE (1999) ELGs, London, QCA
Edwards, S. (1998) Managing Effective Teaching of Mathematics 3 - 8, London, PCP
Haylock, D. (1995) Mathematics Explained for Primary Teachers, London, PCP
Haylock, D. and Cockburn, A. (1997) Understanding Mathematics in the Lower Primary Years, London, PCP
Headington R. (1997) Supporting Numeracy, London, David Fulton
Hopkins, C. Gifford S. and Pepperell S. (1999) Mathematics on the Primary School, London, David Fulton
Hughes, M. (1986) Children and Number, Oxford, Blackwell
Hughes, M. et al (2000) Numeric and Beyond, Buckingham Open University Press
Jaworski, B. and Watson, A. (eds) (1994) Mentoring in mathematics teaching, London, Falmer Press
Mathematics Association (1987) Maths Talk, Cheltenham, Stanley Thornes
Williams, E. and Shuard, H. (1994) Primary Mathematics Today, 4th edition, Harlow, Longman
Zaslavsky, C. (1987) Maths comes alive - Activities from many cultures, Boston, Prindle, Weber and Schmitt

Tutor sessions
Mentor support
Work based experience
Library
IT

This will be a very practical module that will build on participants' own experience to develop knowledge and understanding.
The topics listed for study are generic but will be given specific emphasis relating to the experience of members of the group.
Topics studied will include:
1. mathematics potential of specific environments e.g. home, school, youth club, leisure centre, games arcade, Internet cafe, playgroup, nursery, shop, park, playground and other venues in which and children spend time;
2. developing an appropriate mathematics vocabulary;
3. structured apparatus, toys, games and the opportunities they present for supporting and enhancing mathematics learning;
4. working with computer games and programmes;
5. maths from stories, books and magazines;
6. supporting the National Numeracy Strategy;
7. application of number in the workplace.
In all topics studied participants will explore strategies for supporting and enhancing learning. They will also regularly review their own mathematical knowledge, understanding and skills in the light of identification of what they need to know.
Examples of work-based tasks may include:
- identifying the mathematics potential in specific environments
- recording the response of children to maths in their environments
- reviewing mathematical apparatus, toys and computer programmes
- investigating the potential in stories, books, magazines and media coverage
- analysing problems encountered in communication
At the end of the module time will be allocated to supporting participants in preparing a section to add to Part 3 of their Personal Professional Development Portfolio, reflecting upon and reviewing how their work for this module has enabled them to develop knowledge, understanding and skills as identified in their individual action plans. This reflective review may lead to changes or additions to the action plan.

Seminars will draw upon participants' own experiences of learning mathematics and their experiences of supporting young people and children learning and using mathematics within the work context. Lectures, videos and directed reading will introduce participants to relevant theories that will then be applied in seminars. For independent study, participants, with the support of school-based mentors, will observe practice and focus on specific activities in their workplace. They will document this, to share in group sessions and to help them to prepare for their assessment tasks.

Standard for entry onto Foundation Degree