A case study weighted at 100 %
2,000 words (LOs 1 – 6)

The purpose of this module is to develop learners knowledge and understanding of theories, principles and models applied to the teaching of Mathematics, to include: This module will start with an introduction and opportunities for collaborative research of a brief history of mathematics, both from a world and European perspective. The module will continue with research into how maths anxiety can present itself and how to overcome barriers to learning.

There will be an opportunity to explore common learner errors and strategies for overcoming common
learner errors associated with:
N - Number; MSS - Measure, space and shape; HD - Data handling and probability.

This module will confirm and extend your understanding of place value. This will then lead onto exploring the four rules of number.

LO 1 Demonstrate an understanding of the historical development of number, measuring and data systems, as well as an understanding of the position of mathematics in society, education and the workplace in England and Wales.
Knowledge &
Understanding
Learning

LO 2 Demonstrate knowledge and understanding of place value systems in the four rules of number and explore metalanguage to describe and analyse strategies
Knowledge &
Understanding
Learning

LO 3
Critically discuss their knowledge of the development and position of mathematics in England and Wales and recognise its limitations and describe how this limitation influences their analysis and interpretations in relation to their role as a Mathematics tutor.
Analysis
Learning

LO 4 Reflect upon and appraise their teaching of Maths and be able to discuss the relationship between theory and practice in their role as a numeracy tutor
Reflection
Enquiry

LO 5 Engage in rigorous and critical debate about the position of Mathematics in England and Wales and analyse how this affects the delivery of Mathematics.
Enquiry
Reflection

LO6 Critically evaluate a wide range of relevant sources (internet, books and journals) and express spoken and written responses coherently, fluently and accurately; use and appraise a wide range of communication strategies to benefit learning
Communication

The learning, teaching and assessment strategies have been carefully devised for this module recognising that participants bring with them a wealth of knowledge to share with others. Formative assessment and peer learning through, for example, pair and small group work, is an important aspect of the approach to learning on the course.

Knowledge and understanding will be acquired through a variety of activities including: presentations, individual tutorials, discursive seminars and workshops in order to facilitate informed critical reflection.

In addition to this, learners will engage with mentors and peers to support and broaden their learning experience. The combination of teaching and learning approaches will facilitate a deeper understanding of their subject specialism.

This module will include a range of learning materials, for example hand-outs, reading material, electronic presentations.

Textbooks, video recorders, available technology, e.g. VLE, PCs and interactive whiteboards and key literature will be available from Blackboard VLE.

Tutor and peer support will be made available.

Also booklets produced by Award team will be handed out/available on Blackboard:
Academic Writing
Harvard Referencing

Must have access to:
Scientific calculator

Have access to a Skills for Life learner and that learner’s work with Numeracy skills at or below level 2 (NQF).

100 hours of teaching maths over the duration of the course.

Coben, D. O’Donoghue, J. and FitzSimons, GE (2013) Perspectives on adults learning mathematics: Research and Practice. Kluwer

Kenwood, M (2010), Pure Mathematics 1, Heinemann Educational. London

Kenwood, M (2012), Pure Mathematics 2, Heinemann Educational. London

Hillier, Yvonne (2011) Reflective Teaching in Further and Adult Education; Continuum

Nelson, D. 2013. Dictionary of Mathematics. Penguin.

Swan, M. 2008. Collaborative Learning in Mathematics. Leicester. NIACE.