Standard for entry onto Foundation Degree

Seminars will draw upon participants' own experiences of learning mathematics and their experiences of supporting children learning mathematics within the work context. Lectures, videos and directed reading will introduce participants to relevant theories, which 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.

Atkinson, S. (Ed) (1992) Mathematics with Reason, London, Hodder and Stoughton
Burton, L. (1984), Thinking things through: problem solving in mathematics, Oxford: Blackwell
Borasi, R. (1994) Learning mathematics through inquiry, London, Heinemann Educational
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) Early Learning Goals, London, QCA
Edwards, S. (1998) Managing Effective Teaching of Mathematics 3 - 8, London, Paul Chapman Publishing
Hagle, T. M. (1995) Basic math for social scientists: concepts, Sage Publications
Haylock, D. (1995) Mathematics Explained for Primary Teachers, London, Paul Chapman Publishing
Haylock, D. and Cockburn, A. (1997) Understanding Mathematics in the Lower Primary Years, London, Paul Chapman Publishing
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
Jaworski, B. and Watson, A. (eds) (1994) Mentoring in mathematics teaching, London: Falmer Press
Kashy, V et al (2000) Mathematics for Primary Teachers, London, Routledge
Mathematics Association (1987) Maths Talk, Cheltenham, Stanley Thornes
Thompson, I. (1998), Teaching and learning early number, London, PCP
Williams, E. and Shuard, H. (1994) Primary Mathematics Today (4th edition), Harlow, Longman

From the observations and tasks carried out in the workplace, participants will make a selection to follow up through reading and reflection. They will submit a report of 3000 words entitled Case Studies of Children Learning Mathematics which will be assessed by reference to the criteria in the QAA Educational Studies Benchmark document and the learning outcomes for this course.

The module will include study of the following topics, which will include generic considerations of theory and application to the specific work contexts in which participants are involved:
1. consideration of how children learn mathematics
2. early number acquisition
3. an introduction to the mathematics outlined in the NNS and Curriculum 2000
4. the relationship between informal mathematics in home and play group and the formal 'school' mathematics
5. mathematics in the social and leisure world of young people e.g. computer games, Internet cafes, sport
6. how to use a variety of resources to successfully support mathematical learning
7. the use and place of mental mathematics within the learning of mathematics
8. mathematical language and the issues surrounding its use and development
9. how to use and develop mathematical discussions
10. problem solving strategies and how to enable learners to undertake such activities with confidence.
Examples of work-based tasks may include:
- focused observation of individuals participating in mathematical activities
- collection of mathematical work produced by learners
- recording a mathematically based discussion
- identifying useful mathematical apparatus
- undertaking some mental mathematics with learners and beginning to analyse their responses
- explore the use of informal 'home' mathematics in children's thinking
- aiding children and young people in problem solving activities.
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.